Second Level Policies

Policies

Our Mission Statement

We, in Greenhills College, are committed to providing a comprehensive integrated education that will enable each individual to fulfil his/her potential in a positive, caring, respectful, learning environment where skills and attitudes for life-long learning are developed. We will promote equality, innovation and partnership in the delivery of our services.

Aims and Objectives

  • To foster the growth of the students of the College morally, socially, academically, emotionally and physically regardless of their social background, education achievements or intellectual ability.
  • To educate students from all religious and cultural backgrounds.
  • To provide a comprehensive curriculum to assist each student to make the most of their talents, skills and abilities.
  • To operate the College as a partnership between the staff, students, parents and the wider community in accordance with the Education Act 1998 and the Education Welfare Act 2000.
  • We aim to establish an inclusive work environment free from discrimination in accordance with the Equal Status Act 2000.
Admissions Policy. 2019/2020

Introduction

Greenhills Community College is a multi-denominational college, under the auspices of Dublin and Dun Laoghaire Education and Training Board (DDLETB). The college comprises an all-boys’ secondary school and a co-educational Further Education College.  This policy relates to admissions to the second-level school, which offers the Junior and Leaving Certificate programmes of the Department of Education, including the Junior Certificate Schools Programme, Transition Year, Leaving Certificate Applied Programme and Leaving Certificate Vocational Programme.  The College also operates an Autism Unit, comprising two class groups. 

 

Mission Statement and Ethos

We in Greenhills Community College, are committed to providing a comprehensive integrated education that will enable each individual to fulfil his potential in a positive, caring, respectful, learning environment where skills and attitudes for life-long learning are developed. We will promote equality, innovation and partnership in the delivery of our services.

 

As a constituent college of DDLETB, we embody its vision and mission as outlined in the DDLETB Statement of Strategy 2017 – 2021 as follows:

            “Our vision is to actively lead the provision of high quality education

 and training. Our mission is to provide a wide range of education and

 training programmes, services and supports to children, young people

 and adults across the DDLETB region. We put the learner at the heart of

 everything we do.” DDLETB Statement of Strategy 2017 – 2021

 

Aims and Objectives

  • To foster the growth of the students of the College morally, socially, academically, emotionally and physically regardless of their social background, education achievements or intellectual ability.
  • To educate students from all religious and cultural backgrounds.
  • To provide a comprehensive curriculum to assist each student to make the most of their talents, skills and abilities.
  • To operate the College as a partnership between the staff, students, parents and the wider community in accordance with the Education Act 1998, the Education Welfare Act 2000, the Equal Status Acts 2000 and 2004, the Education for Persons with Special Educational Needs Act 2004 and the Disability Act 2005.

 

Admission Statement

Greenhills Community College does not discriminate in its admission of a student to the school based on the following grounds:

  • Civil status of the applicant
  • Family status of the applicant
  • Sexual orientation of the applicant
  • Religion of the applicant
  • Disability of the applicant
  • Race of the applicant
  • The applicant’s membership of the traveller community
  • Special educational needs of the applicant

Greenhills Community College provides education exclusively for boys.

 

Application Process/Procedure

In addition to various procedures and processes associated with admission the following should be noted. Under Department of Education & Science rules, secondary school students must be aged 12 years on the 1st January in the calendar year following the student’s entry into first year. The school will require an original birth certificate at registration. This will be returned immediately.

 

Order of Priority when awarding places:

 

    1. Holy Spirit Senior Primary School;
    2. St. Damian’s National School;
    3. St. Kevin’s Boys’ School, Kilnamanagh;
    4. Harold’s Cross National School.
    5. Brothers of current or past students.
    6. Students from other schools (In order of date of receipt of application).

 

Admissions

Greenhills Community College shall admit every applicant unless:

 

  • The school is oversubscribed, in which case the Order of Priority is followed,
  • The parent/guardian fails to confirm in writing that that Code of Behaviour is acceptable to him/her and that s/he shall make all reasonable efforts to ensure compliance by the student, or
  • The applicant is not of the male gender, as the school caters for boys only, or
  • The application form contains false or misleading information, or
  • The applicant does not have the specific category or categories of special needs to which the school or the Autism classes within the school provides education, if that application is specifically for the Autism class.
  • The offer must be accepted within the specified dates.

Where a student is not offered admission, they will be furnished with the reasons in writing.

 

 

Formal Application

An Open Day is held each year. Application forms are available all year round from the school office and the school website and must be submitted in person to the school office by the 31st October each year.  Within 21 days of this date, offers of places will be made to applicants. Places must be accepted in writing by the date indicated on the offer letter. After this date, any places which have not been accepted will be forfeited. Applications will be accepted from students in both 5th and 6th classes.  Students in 5th class will be offered a place from February of the year they are in 5th class.

 

 

Necessary Information from Applicants

All application forms should be completed in full. The student’s PPS number is essential for enrolment. Parents/Guardians should also inform the school of details of any disabilities or Special Educational needs of students. Relevant information, if applicable, regarding custody, access arrangements, previous behaviour records and Court Orders pertaining to the student should also be provided.

 

 

Mid-Year-Mid Cycle Applications

Students who wish to transfer from another second-level school will only be considered at the start of the academic year, except in exceptional circumstances. No transfers will be processed after the 30th September each year. Such applicants should complete a Transfer Form, which should be submitted along with their Birth Certificate and any required documents and reports from their current school. Two years continuous reports from his previous school must be provided.

 

 

 

 

 

 

Greenhills Community College 

Autism Classes 

Admissions Policy

 

 

Introduction 

Greenhills Community College is an all-boys college serving the local community of Greenhills and the surrounding area. The school operates under Dublin & Dun Laoghaire ETB. The Department of Education and Skills recognise the challenges posed by students categorised by educational need number 10, A/ASD. Thus, the college has special support classes within its Resource Centre to cater for students on the Autistic Spectrum whose cognitive functioning has been established to be in the mild to average range, and who can participate in mainstream classes.  The classes will have the capacity to cater for a maximum of twelve male pupils who: 

  • Are secondary aged male pupils (as per Department of Education and Science guidelines)
  • Have a diagnosis of ASD (DSM-IV)
  • Are attending Beechpark Services or relevant service
  • Have the potential to be part of a mainstream secondary school. Greenhills Community College provides a support class that is an open, inclusive and unrestrictive environment and setting. This class is not a high dependency  
  • A letter of recommendation that a special class placement in mainstream school is required.
  • Have potential to access the mainstream curriculum or part of the mainstream curriculum with the support of the support class. Students who are enrolled in this class will follow the A Junior Cycle, Transition Year and Senior Cycle Programme (6 years). Students will be registered with the relevant year/class group.
  • Have completed primary school education or equivalent. 
  • Are attending Holy Spirit Senior Primary School, St. Damian’s National School, St. Kevins Boys’ School, Kilnamanagh, and Harold’s Cross National School.

 

As per DES Guidelines the school will not exceed the maximum number of six.  

To ensure that we provide a mainstream education to all students a maximum of students with an ASD per class group is two. 

The main aims of the support classes will be: 

  • To meet the educational needs of the students
  • To provide academic support in the areas of literacy and numeracy skills
  • To support the participation of students in mainstream activities as appropriate
  • To enhance the social and communication skills of the students
  • To develop organisational skills and strategies to enable the students cope with everyday life

 

The support classes will facilitate a transfer programme for new students. The model of inclusion will underpin the work of the special classes. 

 

 

 

 

Admissions Criteria 

The college will review applications and apply the admissions criteria. The role of the college is: 

  • To consider each individual application in the context of the entry criteria as

      outlined in this policy. 

  • To determine if the individual application meets the entry criteria.
  • To ensure a fair and consistent procedure is used when deciding on individual applications to the special class in Greenhills Community College.

 

 

The following criteria will apply:

 

  • Places will be allocated to students attending Holy Spirit Senior Primary School, Damian’s National School, St. Kevins Boys’ School, Kilnamanagh, and Harold’s Cross National School, or schools in the following catchment areas: Crumlin, Walkinstown, Terenure, Templeogue, Kilnamanagh and Kingswood. Students not in the above categories will be considered in order of receipt of initial letter of application.
  • To assess the applicant’s needs and the capacity of the support classes to

      meet these needs.

  • Enrolment in these classes shall be done in consultation with school

      management, parents, Resource Centre personnel and where appropriate,  

      with other professionals. 

  • Students are admitted to the classes subject to the availability of places and

      resources. 

  • The school reserves the right to refuse enrolment to any student in

exceptional cases, such as: the student has special needs such that, even

      with additional resources available from the DES, the school cannot

meet such needs and/or provide the student with an appropriate education. 

 

 

In accordance with Dublin & Dun Laoghaire ETB Admissions Policy: 

Admission to a particular course/activity is subject to places being available and is governed by three principles: 

  1. That in the professional judgment of the School Authority (the term ‘School Authority’ as in these regulations, indicates the Chief Executive Officer, or an officer delegated to act on his behalf), and following an interview (if deemed appropriate) the student/participant is suitable for the course/activity.
  2. That in the professional judgement of the School Authority, the student/participant, because of previous education, training or experience, is considered likely to benefit from attendance.
  3. That participation will contribute positively to the course/activity and in no way infringe upon the opportunities or rights of other students or staff.

 

 

 

 

Criteria 

It is the responsibility of the parent/guardian to forward all relevant information when applying to the school. All medical, psychological and other relevant reports must be presented i.e. Clinical Psychologist, Occupational Therapist, Speech and Language Therapist. Social Worker, Physiotherapist etc. 

 

  1. Professional Report

 

Psychological Report or multi-disciplinary team report is required.  

A multi-disciplinary team can consist of a Psychologist, Occupational Therapist, Speech and Language Therapist, Social Worker, Physiotherapist etc. Private and public professional reports are acceptable 

A diagnosis of Autism/Autistic Spectrum Disorder (DSM-IV) specified by a psychologist or multi-disciplinary team is required. Where an individual has multiple/co-occurring disabilities Autism/ASD should be the primary need/disability. 

A recommendation that a special class placement in mainstream school is required. This recommendation must be made by the professional and indicated in the report. 

All assessments, preferably, should be dated within twelve months of the application deadline (November 30th of year of entry to special class) and should refer to the pupil’s transition to second level education.  If deemed necessary by the school, further assessment may be requested by Greenhills Community College prior to enrolment. 

Written parental consent will be sought prior to any report being read by members of the College.

All reports and documentation will be stored confidentially and locked in a secure filing cabinet. 

 

  1. Cognitive Ability

The class will be able to provide for the applicants functioning at least in the mild intellectual disability range of cognitive ability. 

Parental permission to access the applicant’s primary school/previous educational setting records, including copies of the most recent IEP and records of academic attainment will be sought. 

It is desirable that the SEN teacher of the support class speak to the previous school/educational setting personnel to determine the applicant’s level of academic achievement. 

 

3.Waiting List 

 

If all the available places in the special class are filled, then applicants will be prioritised when places become available as per admissions criteria.  

Failure to disclose all relevant information will render this application invalid.

 

 

 

 

 

 

 

Procedure for Admissions 

Please note the closing date for applications is the 31st October of the year prior to entry. Applications after this date cannot be processed. 

 

  • The Parent/Guardian makes an application to Greenhills Community College for a place for their son in the special class. Application must include: 
  • Completed application Criteria documentation/reports as outlined above
  • Primary school/ previous educational setting will be contacted and or visited by coordinator.
  • All applicants and their parents/guardians will be invited to a meeting.
  • There will be an interview with the parent/guardian and student. If necessary, a case conference involving all parties may be convened. This conference may include parents, principal, class teacher, psychologist or other interested parties as appropriate.
  • Parents will be notified of the college’s decision
  • A transfer programme for students who have been allocated a place in the

     special class will take place.

  • Students will commence their first year programme.

 

Any recommendations by the College regarding the enrolment of an applicant will be handled in accordance with the Dublin & Dun Laoghaire ETB Admissions Policy and the Admissions Policy of Greenhills College

 

 

Code of Behaviour, 2019/2020

 

Greenhills Community College – Mission Statement

We, in Greenhills Community College, are committed to providing a comprehensive integrated education that will enable each individual to fulfil his/her potential in a positive, caring, respectful, learning environment where skills and attitudes for life-long learning are developed. We will promote equality, innovation and partnership in the delivery of our services.

Aims and Objectives

  • To foster the growth of the students of the College morally, socially, academically, emotionally and physically regardless of their social background, education achievements or intellectual ability.
  • To educate students from all religious and cultural backgrounds.
  • To provide a comprehensive curriculum to assist each student to make the most of their talents, skills and abilities.
  • To operate the College as a partnership between the staff, students, parents and the wider community in accordance with the Education Act 1998 and the Education Welfare Act 2000.
  • We aim to establish an inclusive work environment free from discrimination in accordance with the Equal Status Act 2000.

Background

Greenhills Community College, an all-boys school, was opened in 1970 to serve the developing area of Southwest Dublin. The college seeks to stimulate and foster the physical, in­tellectual, moral, emotional and spiritual growth of the students. Parents who choose Greenhills Community College as a second-level school for their children do so in the knowledge that the college will value each student for his own personal gifts. Today the college is up-to-date and is well equipped to meet the challenge of preparing our young people for a successful future. The college is multi-denominational and welcomes students from all religious backgrounds and traditions.

Board of Management:

  • Three nominees of Dublin & Dun Laoghaire Education & Training Board.
  • Two parent representatives.
  • Two teacher representatives.
  • Three feeder school representatives.
  • The college Principal acts as Secretary to the Board.

Current Management Structure:

  • Principal: Ann Bray
  • Deputy Principal: Noirin Lannon
  • Assistant Principals: Regina Beirne

Ms. Margaret Brosnan

Ms. Angela Crowley

Ms. Mary McMahon

Ms. Catriona Rodgers

Mr. Ciaran Stone

 

CODE OF BEHAVIOUR

The behaviour and discipline policy of Greenhills Community College has been put in place through the collaboration of staff, students and parents/guardians and has been endorsed by the Board of Management. Parental co-operation is considered fundamental to the im­plementation of the school’s policy.

By enrolling their children in the school, parents/ guardians indicate agreement with the aims and ethos of the school and accept all rules and regulations. Next follows a series of guidelines to help our students comply with our school rules.

RESPECT AND COURTESY

The quality of relationships within the school depends to a large degree on respect for each other, on courtesy and on good manners.

  • Students should treat each other and all members of school staff with respect and courtesy.
  • All members of staff should be addressed and responded to in an appropriate manner.
  • Students are expected to follow instructions from all members of staff.

UNIFORM AND GROOMING

An important aspect of education is learning to present oneself properly. Students are therefore encouraged to take pride in their personal appearance.

Uniform

Full uniform, as stipulated by the school authorities, is compulsory in school, while travelling to and from school and when representing the school. Students may not travel to and from school in their P.E. gear. Students will change into their P.E. gear before and after their P.E. class. The full school uniform consists of:

  • Navy Crested Jumper
  • Navy Slacks
  • Blue Shirt with school tie blue and navy stripes for 1st, 2nd and 3rd years
  • White Shirt & navy school tie for Senior Students
  • Black Footwear
  • All items of uniform should be marked clearly with the owner’s name in indelible ink.
  • Students not wearing the full uniform may be sent home.

 

Grooming

  • Hair should be clean, well-groomed and tidy at all times.
  • Earrings and other facial jewellery are strictly forbidden.
  • It is the student’s responsibility to look after his own property.
  • Parent(s)/Guardian(s) should ensure that the complete school uniform is worn each day.
  • Students are not permitted to wear hoodies in school or on the school grounds.
  • A dated note is required if the full uniform is not worn.
  • Students who fail to wear their school uniform may be sent home (following con­sent) to change into their uniform.


SCHOOL ATTENDANCE:

We would like to inform you a little about the Education Welfare Act, 2000 (amended by the Child and Family Agency Act 2013) and about some of the responsibilities we share under the Act.

As you know, a good education gives your son the best possible start in life. A good education helps young people to obtain secure employment and develop into mature and responsible citizens. The purpose of the Education (Welfare) Act 2000 is to encour­age regular school attendance and participation in education and training for as long as possible. It is desirable that every child stays in school and completes the Leaving Cer­tificate.

Under the law, every child must attend school regularly up to sixteen years of age or complete at least three years education in a post primary school whichever comes later.

As a parent, you must let the school know if your son is absent and the reason why. It is school policy that reasons must be given in writing. This can be done through the slips which are provided at the back of the school journal. The school will notify Tusla (Child and Family Agency) if a child is absent for 20 days or more or where the absence gives rise to concern.

If your son is sick or is absent for other good reasons, no action will be taken by Tusla. However, if there is concern about your son’s attendance at school or about the rea­sons given, you may be visited by an Educational Welfare Officer who will discuss your son’s education with you. The Officer will work with you and take full account of the circumstances of the child and the family before deciding what further action is neces­sary to ensure that the child receives his entitlement to an education.

Further information concerning the new service and about school attendance matters generally can be obtained from the national Lo-Call Education Helpline - 1890 36 36 66.

Students are expected to attend daily in order to make the best use of the opportuni­ties available.

  • Attendance at school is a legal requirement in accordance with the Education (Welfare) Act 2000. Students must attend each school day. Under the Education Welfare Act, the school is obliged to report absences totalling more than 20 days to the Education (Welfare) Board.
  • Students are not permitted to leave the school grounds, in the morning and at lunchtime.
  • If, for any reason, a student has to leave school early, written permission from parent/guardian must be given beforehand in his journal. The journal must then be presented to the Year Head/Deputy Principal/Principal before leaving the school.
  • In the notes section of the journal, a note signed by a parent/guardian and con­veyed to the class tutor must explain absences from school.
  • No student may leave the school premises during the school day without the cor­rect authorisation.
  • No student may absent himself from class without the class teacher’s permission.
  • Attendance at all school activities is obligatory for those involved.
  • Students who arrive late to class in the morning or after lunch, where the register has been called (first class in morning and first class afternoon), must go to the Secretary’s office to have their attendance recorded. Failure to do this may result in the student being marked absent for the full day. Lateness will be recorded by computer each morning and the class tutor will call registration each morning at 9a.m.

PUNCTUALITY

Punctuality is essential to school life as it leads to a better learning environment for all.  Students must arrive punctually for the start of the school day i.e. before 9am in the morning and before 2pm after lunch. All first, second and third year students must remain on the premises during lunch­time. Transition Year, 5th and 6th year groups are permitted to leave the school during the lunchtime break.

LOCKERS:

As part of the Book Rental Scheme, students may have access to a school locker. Lock­ers may only be visited before 9a.m, during small break and at lunch break each day. Students are required to have their books organised before the bell rings.

TOILET:

Students may not visit the toilets between classes. Students are permitted to use the toi­lets between 8.30 a.m. and 9 a.m., during morning break and at lunch time. Toilet visits are not permitted during class time owing to disruption to classes and loss of class time for the student. Students must go from class to class without delay.

 

LATE FOR SCHOOL

  • Students who are regularly late at 9 a.m. (an accumulation of three lates) must attend detention.
  • Students who are late back after lunch will receive an automatic detention.
  • Parents/guardians of students who are regularly late will be invited to the college to discuss how their son's lateness can be resolved.
  • The student journal should be signed each week by a parent or guardian.
  • The student journal should be used only for the above purposes.
  • It is the student’s responsibility to catch up on any homework given during his ab­sence.

 

COMMUNICATION

Communication is essential for the effective running of the school.

  • Letters from the school addressed to parents/guardians should not be opened by students and should be delivered promptly.
  • Telephone calls to and from parents/guardians should be made through the office and not on personal mobile phones.
  • Mobile phones must be turned off during school hours. Breach of this rule will result in confiscation of the phone. (See mobile phone policy).
  • The use of all mobile phones is banned in school. Unauthorised filming/photography/ recording in school will result in a suspension from school.


 

HOMEWORK AND JOURNAL

Homework reinforces school work and learning. It should be completed to ensure that students make the most of their opportunities to get a good education. The school jour­nal is an important home/school link. Begin each week by identifying short term goals. It is important to record time spent on homework.

  • All students are obliged to have a student journal in which they must record homework, class work, teacher’s comments, notes regarding absences, late-com­ing and appointments. Students must have their journal with them every day. The journal must be kept free from graffiti. Defaced journals will be confiscated and students will have to replace them at a cost of 15 euro. Remember your journal is the most important item you have for school every day. Your journal reflects your commitment to school rules.
  • Pupils must produce their journal at the beginning of each class.
  • Homework must be completed. If not, the homework journal must be presented to the subject teacher with an explanatory note. Two homework notes will result in a detention.

HEALTH AND SAFETY

All members of the school community have the right to work in a safe and healthy envi­ronment and each student has a responsibility to contribute positively to that environ­ment.

  • Cigarettes, matches, lighters, alcohol and other controlled substances are strictly forbidden in school, on school grounds or vicinity, during all school-re­lated activities and on all occasions where the school uniform is worn.
  • The use or handling of any illegal substance, or fireworks is strictly forbidden.
  • Chewing gum is not allowed on the school premises.
  • Using tippex or similar fluid and felt pens are strictly forbidden.
  • All food and/or drink to be consumed in the school canteen only. Eating and/ or drinking is forbidden in classrooms or on corridors.
  • Safety equipment and notices of any kind must not be interfered with.
  • Students are asked to move between classes quietly, without running.
  • Boisterous behaviour will not be tolerated.
  • All pupils are responsible for the condition of the school building and grounds. Wilful damage to property or theft will result in severe disciplinary action and full compensation must be made by those responsible.
  • Graffiti is prohibited.
  • Littering is prohibited.
  • Students bringing a moped, motor cycle or car to school must obtain permis­sion from the Principal before entering the school grounds.
  • Cycling is not permitted in the school grounds.
  • Pupils must remain within the designated play areas assigned to them.
  • During class time student movement throughout the school is only permitted by use of teacher’s corridor pass.
  • The Board of Management has adopted and implemens fully the Depart­ment’s Child Protection Procedures.
  • Parents/Guardians are not permitted to drive onto the school premises to drop off or collect their son.
  • Due to supervision, students will not be allowed into the school building until 8:30am each morning. Students arriving to the school before 8:30am will be re­quired to wait in the designated yard to the rear of the college.
  • Students must use the school gate adjacent to the bus terminus to gain access to the school building.
  • The Designated Liaison Person (DLP) is the Principal Ms Bray.
  • The Deputy Designated Liaison Person (DDLP) is the Deputy Principal Ms. Noirin Lannon.

TEXTBOOKS, EQUIPMENT, LOCKERS

  • All students must have the required textbooks, exercise books, pens, etc. for each class.
  • Textbooks should be covered with students name on each book.
  • Money or other valuable objects should not be left in lockers, coats or bags.
  • Students should only visit their lockers before 9am, at lunchtime and after 4pm, (1.10pm on Wed).
  • Students should ensure that their locker is locked at all times.

DIGITAL DEVICES INCLUDING MOBILE PHONES, IPOD's / MP3's AND OTHER DEVICES

  • Mobile phones/personal stereos must be switched off as soon as you enter the grounds and during the school day 9a.m. until 4p.m., (1.10p.m. on Wed) (including morning break and lunchtime).
  • Camera phones/voice recording phones are strictly forbidden. Phones may be switched on when leaving the grounds.
  • The use of these items will result in their confiscation (see mobile phone policy).
  • If a student refuses to hand over a phone (seen or heard during class-time, in the canteen, sports hall or on the corridors) to the teacher the student will receive an automatic detention and will be referred to the Deputy Principal or Principal. At this stage any refusal to hand over the phone will result in automatically proceeding to Level 4. However, the overall is recorded as only receiving the next level on the ladder. If a student has their phone confiscated on any further occasions their par­ent/guardian must collect the phone the following working day.

See additional notes after the ladder of referral.

REWARDS FOR POSITIVE BEHAVIOUR

Student’s achievements, academic or otherwise will be recognised. Rewards for positive behaviour include the following:

  • Student Incentive Programme Awards.
  • Public affirmation through newsletter and/or on college website and on Honour Wall.
  • Class tours/outings.

 

The above awards will be accessible to all students subject to appropriate behaviour.

Credit System: If a student receives no behaviour notes over a 2 week period (full at­tendance required for this to be measured), the student would revert back one level on the ladder of referral. Continued good behaviour will result in further step backs on the ladder. This can only be applied by the Principal or Deputy Principal following a request by the Year Head. A detailed record of the Ladder of Referral will be maintained in the student’s journal and on school files.

VERY SERIOUS BREACHES OF SCHOOL DISCIPLINE

Very Serious breaches of school discipline:

  • Aggressive behaviour to staff either physical and/or abusive language.
  • Fighting/Violence in school.
  • Discrimination, harassment and/or sexual harassment in accordance with the Equal Status Act 2000.
  • Smoking/Vaping/ use or possession of alcohol and/or controlled substances.
  • Un-authorised filming/photography in school.
  • Failure to hand up mobile phone/personal stereo when requested to do so.
  • Vandalism to school property or other student’s property.
  • (Following consultation with the Parent/Guardian, the above will result in an automatic period of suspension. The student along with their Parent/Guardian may be called in front of the Board of Management for final warnings)

SERIOUS BREACHES OF DISCIPLINE

Serious breaches of school discipline include the following:

  • Showing disrespect to any staff member.
  • Refusing to follow direct instruction given by members of staff.
  • Interference with fellow students’ right to learn.
  • Disruption of class e.g. continuous talking in class.
  • Unruly behaviour.
  • Copying at exams.
  • Forging parents’/guardians’ signatures.
  • Failure to produce journal when asked.
  • Not having school journal.
  • Failure to produce punishment work.
  • Failure to appear for detention (automatic suspension if a valid reason in writing from parent/guardian is not given).
  • Failure to have note from teacher signed by parent/guardian.
  • Defacement of school property.
  • Vandalism to other student’s property.
  • Missing school/class without appropriate authorisations.
  • Forging notes to explain truancy/absence.
  • Continuous lateness.
  • Eating and/or drinking in classrooms or corridors.
  • Wearing earrings and/or facial jewellery.
  • Inappropriate hairstyle.
  • Chewing gum.
  • Using tippex and/or markers.
  • Leaving school premises at any time during the school day without permission.

(In line with the Ladder of Referral protocol, a serious breach of school discipline will result in a period of detention. Continuous breaches will result in a period of In House Suspension and at the discretion of the Principal, following consultation with all parties, a period of Suspension.)

OTHER BREACHES OF DISCIPLINE

Other breaches of school discipline include the following:

  • Failure to present homework.
  • Incomplete work/homework.
  • Copying of homework.
  • Failure to have correct books for class.
  • Late-coming.
  • Failure to wear school uniform.
  • Failure to provide relevant notes.
  • Failure to have journal signed weekly by parent/guardian.
  • Failure to have mobile phone turned off during school hours.
  • Running on corridors.
  • Tussling in line outside class.
  • Visiting toilets between classes without permission/ or corridor pass.

Note: Persistent misconduct will be treated as a serious breach of school discipline.

These lists do not claim to be comprehensive.

SOME PROCEDURES FOR DEALING WITH MISCONDUCT

  1. Misconduct in the classroom will be dealt with by the class teacher in the first instance.
  2. A note informing parents/guardians may be written in the homework journal. Poor behaviour notes will move students along the Ladder of Referral.
  3. Repeated misbehaviours will result in a student moving further up the ladder of referral.
  4. Persistent misbehaviour will be reported to the Year Head.
  5. A student may be put on detention and/or report to closely monitor his atten­dance, behaviour and/or work effort.
  6. A student may be given a programme of work to follow at home.
  7. A student may be referred to the Deputy Principal/Principal/Discipline Board. Suspension may occur at the discretion of the Principal/Deputy Principal.
  8. Certain circumstances may warrant the immediate removal of a student from class.
  9. In line with the Ladder of Referral, graduated In School Suspension will be used to address poor behaviour.
  10. In the event of very serious or a serious breach of discipline the process of sanctions may start at level 4 on the Ladder of Referral or the Disciplinary Committee or require the immediate referral to the Board of Management.
  11. Suspension from class may occur when a student has been consistently unco­operative, disrespectful or disruptive.
  12. The Board of Management reserves the right to expel students in extreme circumstances.

 

 

 

 

 

DAYS OF DETENTION

Detention may be used as a result of a breach of school discipline in line with the Ladder of Referral.

Detention will take place on Tuesday and Thursday from 4pm to 5pm.

Notification of detention outlining the reason for the detention will be given to the student by the Year Head/Deputy Principal/Principal.

A text will be sent to the parent(s)/ guardian(s).

Students must present promptly for detention at the allocated time and to the allo­cated room.

While on detention the student will be given work by the teacher in charge. This work must be completed fully during the period of detention failure to do so will re­sult in further detention or suspension.

Any disruptive or unruly behaviour e.g. talking, disrupting the class, 3 negative notes, disrupting detention will be treated as a serious breach of discipline, which may lead to suspension.

Non-completion of detention at any level on the Ladder of Referral will result in a student being automatically moved to the next level on the Ladder of Referral un­less a valid reason is given in writing from a parent/guardian to the Principal/Deputy Principal prior to the allocated detention time.

 

PROCEDURES FOR INFORMING PARENTS/ GUARDIANS OF SUSPENSION

Parents/guardians will be informed in writing/by phone/by text

(a) of the reason for suspension

(b) of the period of suspension

(c) that the student will be regarded as being in the care of the parents/guardians from the end of the school day in which he was suspended

(d) students must complete all suspension work assigned at home.

The Education Welfare Board may be informed of a student’s suspension in accordance with the Education (Welfare) Act, 2000, (24-(1)).

School management reserves the right to expel students in extreme circumstances in ac­cordance with the Education (Welfare) Act, 2000, (24-(1)).

Should parents/guardians or students aged 18 or over wish to appeal against a decision to suspend or expel, procedures in accordance with the Education Act must be followed.

Suspensions may be appealed to the Principal in the first instance and thereafter to the Board of Management. The school may insist that the student remain at home while an appeal or suspension is being heard. Where a suspension may already have been served before the appeal is heard, in such cases where the appeal is successful, the record of suspen­sion will be removed from the student’s file.

In Greenhills Community College fair procedures will apply to the investigation of alleged misbe­haviour that may lead to suspension or expulsion. Fair procedures are based on the right to be heard and the right to impartiality.

 

 

 

Physical Education

Wear PE gear (runners, tracksuit/short and T-shirt)

Present your journal to the PE teacher at the start of every class

If a student has no PE gear a note is required from their parent/guardian.

If a Student has no such note, the student will be placed on detention.

If a student cannot participate in PE for medical reasons a note is required from the Parent(s)/Guardian(s) or GP.

For health and safety reasons students must follow the teachers instructions at all times.

Students are not permitted to be upstairs in the sports hall unless they are super­vised or provided with permission.

While in the changing rooms students must change quickly and quietly. Once stu­dents are changed, the changing rooms will be locked.

Students are not permitted to use the showers.

Damage to the sports hall and or equipment will be dealt with in line with sanctions outlined.

At all times students must RESPECT the teacher, Special Needs Assistants and class­mates

At all times the schools code of conduct will apply

 

PE teachers will operate a red and yellow card system:

Card

Sanction

1 Yellow card

Note in the students journal

1 Red Card

Detention

2 Yellow cards = 1 Red card

Detention

 

 

Ladder of Referral

The following Ladder of Referral is provided to inform staff, parents/guardians and stu­dents of the sanctions which will be applied if school code of behaviour is not adhered to. The Ladder of Referral sets out the level, sanctions and actions to be taken and the support measures which will be put in place to support the students of Greenhills Community Col­lege. At any level, internal and external supports will be offered to the parent/guardian and student. A record of the ladder will be maintained in the student’s journal and on school files. School files will also record the supports offered. Students can buy back a level if their behaviour is monitored as good for a consecutive two week period.

Please note:

*In line with our code of behaviour VERY SERIOUS BREACHES will result in an automatic period of suspension.

Level 1

(3 behaviour notes in 1 week) class tutor will provide guidance at morning registra­tion to students on 2 notes. Level 1 is broken down into level 1A, 1B and 1C.

Action:            Text message will be sent to the parent/guardian

Sanction:         After school detention (Tuesday or Thursday 4 to 5pm)

Follow up:       Parent/guardian called to see Year Head if not completed within the week. Non-completion of detention at level 1A, 1B or 1C student will be automatically moved to Level 2.

Level 2

(3 behaviour notes in 1 week) class tutor will provide guidance at morning registration to students on 2 notes. Level 2 is broken down into level 2A, 2B and 2C

Action:            Text message will be sent to the parent/guardian

Sanction:         Internal Suspension for 6 periods.

Follow up:       Parent/Guardian informed by text on the day the sanction is applied.

Support

measure:          Students will be offered RESTORATIVE PRACTICE with a trained member of staff, during this time.

Level 3

(3 behaviour notes in 1 week) class tutor will provide guidance at morning registration to students on 2 notes. Level 3 is broken down into level 3A, 3B and 3C

Action:            Text message to be sent to parent/guardian

Sanction:         Internal Suspension for 9 periods.

Follow up:       Parent/guardian informed by text on the day the sanction is applied. Parent offered an appointment with the Year Head.

Support measure:        Students will be offered RESTORATIVE PRACTICE with a trained member of staff, during Internal Suspension. Other internal supports and external agencies may be offered. From level 3A, student will be placed on a target card and will report to Year Head each day.

Level 4, 5 and 6

(3 behaviour notes in 1 week) class tutor will provide guidance at morning registra­tion to students on 2 notes.

Action:                        Parent required to attend a meeting or to discuss the issue over the phone with Year Head and or Deputy Principal or Principal.

Sanction:                     *Suspension, duration of which to be decided by the principal in line with the Code of Behaviour and NEWB Guidelines

Support measure:        The student will be offered a session of RESTORATIVE PRACTICE. The student, parent/guardian will be offered internal support and or referred to external agencies where necessary. The Student will be placed on a target card and will report to Year Head each day for a duration set with the parents/guardians. Students who are on level 6 and then continue to breach the Code of Behaviour will be re­ferred to the Disciplinary Committee.

Level 7

Referral to the Disciplinary Committee

(3 behaviour notes in 1 week) class tutor will provide guidance at morning registra­tion to students on 2 notes.

Action:                        If a student is presenting with ongoing behavioural issues the Parent/guardian and student will be required to attend a meeting with the disciplinary committee. Where appropriate the students file will be available for the committee to review. Following this meeting, recommendations will be made and an individualised plan to support the student will be put in place. If there are fur­ther breaches of the Code of Behaviour the student will be re­ferred to the Board of Management.

Board Of Management Following referral to the Board of Management the Student and parent/guardian will be required to attend the Board of Management meeting.

Additional points:

The use of verbally abusive language towards a member of staff moves a student straight to Level 4 sanction. But the overall sanction is recorded as only receiving 1 level on the ladder.

Refusal to hand up a journal results in an automatic Level 1 (and if already under sanction, the student proceeds to the next Level).

If a student refuses to hand over a phone (seen or heard during class-time, in the canteen, sports hall or on the corridors) to the teacher the student will receive an automatic detention and will be referred to the Deputy Principal or Principal. At this stage any refusal to hand over the phone will result in automatically proceeding to Level 4. However, the overall is recorded as only receiving the next level on the lad­der. If a student has their phone confiscated on any further occasions their parent/ guardian must collect the phone the following working day.

 

Students found to be using an electronic device in toilets or changing rooms to re­cord footage/take images of other students will be suspended and the case will be referred to the Board of Management.

Students found to be using an electronic device to record footage/take images of staff without their consent will be referred to the Board of Management.

Student’s found to be uploading these images/footage to social media platforms will be suspended and the case will be referred to the Board of Management for consid­eration.

Any students leaving school without permission will result in an automatic suspen­sion. This will move students onto the next level on their ladder of referral.

Any student who arrives late to class, without a valid written reason from their pre­vious teacher, will receive a note in their journal. This will count towards their week­ly notes.

Students who do not vacate the locker area by 9am, 11:20 (11:10 on Wednes­day) or 2pm will receive a late note in their journal. This will count as a behaviour note.

3 Behaviour Notes        = 1 Level on the Ladder of Referral

3 Organisational Notes = 1 Behaviour Note

2 Homework Notes       = 1 Detention

This list is not exhaustive and other serious misconducts will be dealt with at the discretion of the school management.

 

Please note:

If a student does not receive a behaviour note for 2 consecutive academic weeks, he will move back 1 space on the ladder of referral.

Parents/guardians are reminded to keep an eye on this page. Please sign each section in the appropriate section following a sanction.

 

SANCTIONS FOR UNACCEPTABLE BEHAVIOUR

Record in Journal - Teacher records and deals with as appropriate

  • No homework
  • Copying homework
  • No books/equipment
  • Late for class/school
  • Failure to wear full school uniform
  • Failure to get journal signed weekly
  • Inappropriate behaviour in corridor
  • On corridor with no pass
  • Disrupting class with poor behaviour
  • Not working in class
  • Using bad/inappropriate language in class/corridor/canteen
  • Constantly talking
  • Slagging other students (see anti-bullying policy)
  • Chewing Gum
  • Eating/drinking in class/corridor without permission

 

 

 

 

Immediate Detention - Teacher to record in journal AND Year Head issues detention.

  • Disrespectful to staff
  • Not following instructions – disobedient
  • Repeatedly preventing other students from learning
  • No journal in class
  • Refusal to hand up journal
  • Forging parent/guardian signature
  • Failure to produce punishment work
  • Missing from class without permission/note
  • Dangerous behaviour in practical class
  • Not leaving the canteen on time
  • Left class without permission
  • Defacing the journal
  • Not returning to school after lunch

 

Suspension – Some behaviours may warrant suspension (following investigation and contact with the Parent/Guardian, Principal or Deputy Principal)

  • Aggressive behaviour (Physical/verbal)
  • Verbal abuse of a member of staff
  • Bullying (After investigation)
  • Sexual Harassment
  • Discrimination
  • Refusal to hand up mobile phone
  • Cyber bullying of staff/student
  • Refusal to do In House Suspension
  • Repetition of the following:
    • Fighting
    • Theft
    • Recording using any electronic device
    • Smoking/Vaping
    • Vandalism of school/student property
    • Leaving designated area of school without permission.

 

Restorative Practice

Greenhills Community College is committed to including Restorative Practice to promote positive behaviour. We believe this will benefit the whole school and community as Restorative Practice is about developing good relationships and a strong sense of community.

Restorative Practice is in its early stages of implementation in Greenhills Community College. Numer­ous schools across Ireland have embraced Restorative Practice and are benefitting from the experience. One of the aims of Restorative Practice is resolving conflict in a healthy manner when it does arise. Restorative techniques include circle time and mediation. These techniques have been proven in schools to improve on students’ attitudes towards learning as well as boosting whole school morale.

 

 

 

 

 

 

Bullying

The school actively endeavours to prevent bullying and adopts a zero tolerance attitude to any form of bullying. Students are encouraged to tell members of the teaching staff, or parents of any incidents of bullying, intimidation, or any other unwelcome attention. All incidents reported to the school authorities will be investigated. Parents are encouraged to inform school authorities of incidents of bullying of which they become aware.

 

 

ANTI BULLYING STATEMENT

“Bullying is repeated aggression, verbal, psychological or physical conducted by an indi­vidual or group against others”. (Des, 1993)

One of our rules says:

“Pupils are expected at all times to show respect for themselves, for their fellow pupils and for all staff”.

The staff, pupils and parents of Greenhills Community College oppose bullying in all its forms.

 

You must not

  • Push, kick or hit other students.
  • Slag them or their families.
  • Steal, mess with, or damage their property.
  • Threaten them in any way e.g. verbally, e-mail, or through any on-line medium, texting or by gesture.

 

A record will be kept of all bullying incidents

  1. If you need to talk to someone about bullying you will be listened to.
  2. You can talk to your Tutor, Year Head, Principal, Deputy Principal, a member of the Student Council or any teacher.
  3. If you are involved in bullying you will be warned to stop and invited to participate in a social skills programme -- your parents will be informed.
  4. If the bullying incident is particularly serious the offender may be suspended or expelled.

 

If you are being bullied, or if you know someone else who is being bullied, you must tell somebody, a teacher or your parents and you will be helped. You may also use the con­fidential letter box outside the canteen. The College authorities recognise that the prob­lem lies with the aggressor and the sooner the hostile behaviour is addressed the sooner it will stop.

The College will promote anti-bullying through an education programme, SPHE, posters, Student Council, Parents Council and Journal.

The College adopted the new anti-bullying policy issued by DES review date 07/04/2015. A full copy our anti-bullying policy and all our school polices are available on our web­site: www.greenhillscollege.ie

 

 

 

 

 

 

Health and Safety Statement

Students are expected to behave in such a way as not to put their own safety or that of anyone else at risk. To help ensure this they are required to:

  • Take reasonable care in the school and the school grounds to ensure their own safety and that of others.
  • Not to leave the school grounds during school hours without permission. If they must leave for any reason they must sign out at the school office.
  • Familiarise themselves with the designated emergency exit route from each room that they use, and the congregation and counting area at safety drill.
  • Refrain from interfering with safety equipment such as fire alarms, fire extin­guishers and hose reels.
  • Refrain from littering the school building or grounds, all accidental spills should be reported immediately to a member of staff.
  • Must obey all verbal and written safety instructions given to them by staff members.

 

FIRE SAFETY

It is the responsibility of each student to familiarise himself and to comply with the fire drill.

 

FIRE DRILL

When the alarm sounds:

Students beside windows close windows

Walk quickly in single file towards your exit

Do not take personal belongings

The last person to leave the room should close the door.

 

AT THE ASSEMBLY POINT

Look around for students who were with you in your class and if someone is missing inform the teacher immediately. All teachers will do a head count and roll call.

 

IF IN TOILETS, ETC.

Move with the traffic flow to the assembly point and join your class group. You must be aware of exit routes from every room in which you have a class.

You must never absent yourself from class.

 

 

Safeguarding Statement, 2019-2020

Child Safeguarding Risk Assessment:

 

Written Assessment of Risk of Greenhills Community College

In accordance with section 11 of the Children First Act 2015 and with the requirement of Chapter 8 of the Child Protection Procedures for Primary and Post-Primary Schools 2017, the following is the Written Risk Assessment of Greenhills Community College, Walkinstown    

 

  1. List of school activities

·                     Daily arrival and dismissal of pupils

·                     Recreation breaks for pupils

·                     Classroom teaching

·                     One-to-one teaching

·                     One-to-one counselling

·                     Outdoor teaching activities

·                     Sporting Activities

·                     School outings

·                     School trips involving overnight stay

·                     School trips involving foreign travel

·                     Use of toilet/changing/shower areas in schools

·                     Annual Sports Day

·                     Fundraising events involving pupils

·                     Use of off-site facilities for school activities

·                     School transport arrangements including use of bus escorts

·                     Care of children with special educational needs, including intimate care where needed,

·                     Care of any vulnerable adult students, including intimate care where needed

·                     Management of challenging behaviour amongst pupils, including appropriate use of restraint where required (training required in this area)

·                     Administration of Medicine

·                     Administration of First Aid

·                     Curricular provision in respect of SPHE, RSE, Stay Safe

·                     Prevention and dealing with bullying amongst pupils

·                     Training of school personnel in child protection matters

·                     Use of external personnel to supplement curriculum

·                     Use of external personnel to support sports and other extra-curricular activities

·                     Care of pupils with specific vulnerabilities/ needs such as 

-          Pupils from ethnic minorities/migrants

-          Members of the Traveller community

-          Lesbian, gay, bisexual or transgender (LGBT) children

-          Pupils perceived to be LGBT

-          Pupils of minority religious faiths

-          Children in care

-          Children on CPNS

·                     Recruitment of school personnel including -

-          Teachers/SNA’s

-          Caretaker/Secretary/Cleaners

-          Sports coaches

-          External Tutors/Guest Speakers

-          Volunteers/Parents in school activities

-          Visitors/contractors present in school during school hours

-          Visitors/contractors present during after school activities

·                     Use of Information and Communication Technology by pupils in school

·                     Application of sanctions under the school’s Code of Behaviour including detention of pupils, confiscation of phones etc.

·                     Students participating in work experience in the school

·                     Students from the school participating in work experience elsewhere

·                     Student teachers undertaking training placement in school

·                     Use of video/photography/other media to record school events

·                     Use of school premises by other organisation during school day

·                     Breakfast club

·                     Homework club/evening study

·                     Art Club

·                     Summer Camp

·                     HSCL Personnel attending home residence of students.

·                     Past pupils soccer match

·                     Use of mobile phones/Ipads/tablets/ by students in school

·                     Use of ICT to connect with students outside of the school

·                     EAL classes for parents

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

  1. The school has identified the following risk of harm in respect of its activities -

·                     Risk of harm not being recognised by school personnel

·                     Risk of harm not being reported properly and promptly by school personnel

·                     Risk of child being harmed in the school by a member of school personnel

·                     Risk of child being harmed in the school by another child

·                     Risk of child being harmed in the school by volunteer or visitor to the school

·                     Risk of child being harmed by a member of school personnel, a member of staff of another organisation or other person while child participating in out of school activities e.g. school trip, swimming lessons 

·                     Risk of harm due to bullying of child

·                     Risk of harm due to inadequate supervision of children in school

·                     Risk of harm due to inadequate supervision of children while attending out of school activities

·                     Risk of harm due to inappropriate relationship/communications between child and another child or adult

·                     Risk of harm due to children inappropriately accessing/using computers, social media, phones and other devices while at school

·                     Risk of harm to children with SEN who have particular vulnerabilities

·                     Risk of harm to child while a child is receiving intimate care

·                     Risk of harm due to inadequate code of behaviour (work required around reasonable restraint)

·                     Risk of harm in one-to-one teaching, counselling, coaching situation

·                     Risk of harm caused by member of school personnel communicating with pupils in appropriate manner via social media, texting, digital device or other manner

·                     Risk of harm caused by member of school personnel accessing/circulating inappropriate material via social media, texting, digital device or other manner

 

  1. The school has the following procedures in place to address the risks of harm identified in this assessment -

·                      All school personnel are provided with a copy of the school’s Child Safeguarding Statement

·                     The Child Protection Procedures for Primary and Post-Primary Schools 2017 are made available to all school personnel and emailed to each member of staff.

·                     School Personnel are required to adhere to the Child Protection Procedures for Primary and Post-Primary Schools 2017 and all registered teaching staff are required to adhere to the Children First Act 2015

·                     The school implements in full the SPHE curriculum

·                     The school implements in full the Wellbeing Programme at Junior Cycle

·                     The school has an Anti-Bullying Policy which fully adheres to the requirements of the Department’s Anti-Bullying Procedures for Primary and Post-Primary Schools

·                     The school has a yard supervision rota to ensure appropriate supervision of students during, dismissal and breaks and in respect of specific areas such as toilets, changing rooms etc.

·                     The school has in place a policy and clear procedures in respect of school outings 

·                     The school has a Health and safety policy 

·                     The school adheres to the requirements of the Garda vetting legislation and relevant DES circulars in relation to recruitment and Garda vetting

·                     The school will implement a code of conduct for school personnel (teaching and non-teaching staff)

·                     The school complies with the agreed disciplinary procedures for teaching staff

·                     The school has a Special Educational Needs policy

·                     The school will develop an intimate care policy/plan in respect of students who require such care

·                     The school –

o   Has provided each member of school staff with a copy of the school’s Child Safeguarding Statement

o   Ensures all new staff  are provided with a copy of the school’s Child Safeguarding Statement

o   Encourages staff to avail of relevant training

o   Encourages board of management members to avail of relevant training

o   Maintains records of all staff and board member training

·                     The school will produce and a policy and procedures for the administration of First Aid. At present First aid is only administered by trained members of staff

·                     The school has in place a code of behaviour for pupils

·                     The school has in place an ICT policy in respect of usage of ICT by pupils

·                     The school has in place a mobile phone policy in respect of usage of mobile phones by pupils

·                     The school has in place a Critical Incident Management Plan

·                     The school has in place a Home School Liaison policy and related procedures

·                     The school has in place a policy and procedures for  the use of external persons to supplement delivery of the curriculum

·                     The school has in place a policy and clear procedures for one-to-one teaching activities

·                     The school has in place a policy and procedures for  one-to-one counselling

·                     The school has in place a policy and procedures in respect of student teacher placements

·                     The school will develop a policy and procedures in respect of students undertaking work experience in the school

·                     The school has in place a policy and procedures in respect of pupils of the school undertaking work experience in external organisations

·                     For skills encore students, the service provider must accompany the students on outings

 

 

 

Important Note:  It should be noted that risk in the context of this risk assessment is the risk of

“harm” as defined in the Children First Act 2015 and not general health and safety risk.  The definition

 of harm is set out in Chapter 4 of the Child Protection Procedures for Primary and Post- Primary

 Schools 2017

 

In undertaking this risk assessment, the board of management has endeavoured to identify as far as possible the risks of harm that are relevant to this school and to ensure that adequate procedures are in place to manage all risks identified.  While it is not possible to foresee and remove all risk of harm, the school has in place the procedures listed in this risk assessment to manage and reduce risk to the greatest possible extent.

This risk assessment has been completed by the Board of Management on 28th of February 2018.  It shall be reviewed as part of the school’s annual review of its Child Safeguarding Statement.

 

Signed _____________________________________ Date ________________

 

Chairperson, Board of Management

 

Signed _____________________________________ Date ________________

 

Principal/Secretary to the Board of Management


 

Child Safeguarding Statement

Greenhills Community College is a post-primary school providing post-primary education to pupils from First Year to Leaving Certificate Year and Further Education from QQI Level 3 to QQI level 6.

In accordance with the requirements of the Children First Act 2015, Children First: National Guidance for the Protection and Welfare of Children 2017, the Child Protection Procedures for Primary and Post Primary Schools 2017 and Tusla Guidance on the preparation of Child Safeguarding Statements, the Board of Management of Greenhills Community College has agreed the Child Safeguarding Statement set out in this document.

 

  • The Board of Management has adopted and will implement fully and without modification the Department’s Child Protection Procedures for Primary and Post Primary Schools 2017 as part of this overall Child Safeguarding Statement

 

  • The Designated Liaison Person (DLP) is             Ms Ann Bray

 

  • The Deputy Designated Liaison Person (Deputy DLP) is Ms Noirin Lannon

 

  • The Board of Management recognises that child protection and welfare considerations permeate all aspects of school life and must be reflected in all of the school’s policies, procedures, practices and activities In its policies, procedures, practices and activities, the school will adhere to the following principles of best practice in child protection and welfare:

 

The school will:

  • recognise that the protection and welfare of children is of paramount importance, regardless of all other considerations;
  • fully comply with its statutory obligations under the Children First Act 2015 and other relevant legislation relating to the protection and welfare of children;
  • fully co-operate with the relevant statutory authorities in relation to child protection and welfare matters
  • adopt safe practices to minimise the possibility of harm or accidents happening to children and protect workers from the necessity to take unnecessary risks that may leave themselves open to accusations of abuse or neglect;
  • develop a practice of openness with parents and encourage parental involvement in the education of their children; and
  • fully respect confidentiality requirements in dealing with child protection matters.

 

The school will also adhere to the above principles in relation to any adult pupil with a special vulnerability.

  • The following procedures/measures are in place:

 

  • In relation to any member of staff who is the subject of any investigation (howsoever described) in respect of any act, omission or circumstance in respect of a child attending the school, the school adheres to the relevant procedures set out in Chapter 7 of the Child Protection Procedures for Primary and Post-Primary Schools 2017 and to the relevant agreed disciplinary procedures for school staff which are published on the DES website.

 

  • In relation to the selection or recruitment of staff and their suitability to work with children, the school adheres to the statutory vetting requirements of the National Vetting Bureau (Children and Vulnerable Persons) Acts 2012 to 2016 and to the wider duty of care guidance set out in relevant Garda vetting and recruitment circulars published by the DES and available on the DES website.

 

  • In relation to the provision of information and, where necessary, instruction and training, to staff in respect of the identification of the occurrence of harm (as defined in the 2015 Act) the school-

 

  • Has provided each member of staff with a copy of the school’s Child Safeguarding Statement
  • Ensures all new staff are provided with a copy of the school’s Child Safeguarding Statement
  • Encourages staff to avail of relevant training
  • Encourages Board of Management members to avail of relevant training
  • The Board of Management maintains records of all staff and Board member training

 

  • In relation to reporting of child protection concerns to Tusla, all school personnel are required to adhere to the procedures set out in the Child Protection Procedures for Primary and Post-Primary Schools 2017, including in the case of registered teachers, those in relation to mandated reporting under the Children First Act 2015.

 

  • In this school the Board has appointed the above named DLP as the “relevant person” (as defined in the Children First Act 2015) to be the first point of contact in respect of the s child safeguarding statement.

 

  • All registered teachers employed by the school are mandated persons under the Children First Act 2015.

 

  • In accordance with the Children First Act 2015, the Board has carried out an assessment of any potential for harm to a child while attending the school or participating in school activities. A written assessment setting out the areas of risk identified and the school’s procedures for managing those risks is attached as an appendix to this statement.

 

  • The various procedures referred to in this Statement can be accessed via the school’s website, the DES website or will be made available on request by the school.

 

Note:  The above is not intended as an exhaustive list. Individual Boards of Management shall also include in this section such other procedures/measures that are of relevance to the school in question. 

     

  • This statement has been published on the school’s website and has been provided to all members of school personnel, the Parents’ Association (if any) and the patron. It is readily accessible to parents and guardians on request. A copy of this Statement will be made available to Tusla and the Department if requested. 

 

 

  • This Child Safeguarding Statement will be reviewed annually or as soon as practicable after there has been a material change in any matter to which this statement refers.

 

This Child Safeguarding Statement was adopted by the Board of Management on _________________ [date].

 

Signed: _________________________                   Signed: ____________________________

Chairperson of Board of Management                      Principal/Secretary to the Board of Management

 

     

Date:     __________________________                 Date:    __________________­­­­­­­_

 

Template 3: Checklist for Review of the Child Safeguarding Statement

 

The Child Protection Procedures for Primary and Post-Primary Schools 2017 require the Board of Management must undertake a review of its Child Safeguarding Statement and that the following checklist shall be used for this purpose. The review must be completed every year or as soon as practicable after there has been a material change in any matter to which the Child Safeguarding Statement refers.  Undertaking an annual review will also ensure that a school also meets its statutory obligation under section 11(8) of the Children First Act 2015, to review its Child Safeguarding Statement every two years.  

 

The checklist is designed as an aid to conducting this review and is not intended as an exhaustive list of the issues to be considered. Individual Boards of Management shall include other items in the checklist that are of relevance to the school in question.

 

As part of the overall review process, Boards of Management should also assess relevant school policies, procedures, practices and activities vis a vis their adherence to the principles of best practice in child protection and welfare as set out in the school’s Child Safeguarding Statement, the Children First Act 2015 and the Child Protection Procedures for Primary and Post-Primary Schools 2017.

 

 

Yes/No

  1. Has the Board formally adopted a Child Safeguarding Statement in accordance with the ‘Child Protection Procedures for Primary and Post Primary Schools 2017’?

 

  1. As part of the school’s Child Safeguarding Statement, has the Board formally adopted, without modification, the ‘Child Protection Procedures for Primary and Post Primary Schools 2017’’?

 

  1. Does the school’s Child Safeguarding Statement include a written assessment of risk as required under the Children First Act 2015?

 

  1. Has the Board reviewed and updated where necessary the written assessment of risk as part of this overall review?

 

  1. Has the DLP attended available child protection training?

 

  1. Has the Deputy DLP attended available child protection training?

 

  1. Have any members of the Board attended child protection training?

 

  1. Are there both a DLP and a Deputy DLP currently appointed?

 

  1. Are the relevant contact details (Tusla and An Garda Síochána) to hand?

 

  1. Has the Board arrangements in place to communicate the school’s Child Safeguarding Statement to new school personnel?

 

  1. Is the Board satisfied that all school personnel have been made aware of their responsibilities under the ‘Child Protection Procedures for Primary and Post Primary Schools 2017’ and the Children First Act 2015?

 

  1. Has the Board received a Principal’s Child Protection Oversight Report at each Board meeting held since the last review was undertaken?

 

  1. Since the Board’s last review, was the Board informed of any child protection reports made to Tusla/An Garda Síochána by the DLP?

 

  1. Since the Board’s last review, was the Board informed of any cases where the DLP sought advice from Tusla/and as a result of this advice, no report to the HSE was made?

 

  1. Since the Board’s last review, was the Board informed of any cases where an allegation of abuse or neglect was made against any member of school personnel?

 

  1. Has the Board been provided with and reviewed all documents relevant to the Principal’s Child Protection Oversight Report?

 

  1. Is the Board satisfied that the child protection procedures in relation to the making of reports to Tusla/An Garda Síochána were appropriately followed in each case reviewed?

 

  1. Is the Board satisfied that, since the last review, all appropriate actions are being or have been taken in respect of any member of school personnel against whom an allegation of abuse or neglect has been made?*

 

  1. Were child protection matters reported to the Board appropriately recorded in the Board minutes?

 

  1. Is the Board satisfied that all records relating to child protection are appropriately filed and stored securely?

 

  1. Has the Board been notified by any parent in relation to that parent not receiving the standard notification required under section 5.6  of the ‘Child Protection Procedures for Primary and Post Primary Schools 2017’

 

  1. In relation to any cases identified at question 21 above, has the Board ensured that any notifications required section 5.6 of the ‘Child Protection Procedures for Primary and Post Primary Schools 2017’ were subsequently issued by the DLP?

 

  1. Has the Board ensured that the Parents’ Association (if any), has been provided with the school’s Child Safeguarding Statement?

 

  1. Has the Board ensured that the patron has been provided with the school’s Child Safeguarding Statement?

 

  1. Has the Board ensured that the school’s Child Safeguarding Statement is available to parents on request?

 

  1. Has the Board ensured that the Stay Safe programme is implemented in full in the school? (applies to primary schools)

 

  1. Has the Board ensured that the Wellbeing Programme for Junior Cycle students is implemented in full in the school? (applies to post- primary schools)

 

  1. Has the Board ensured that the SPHE curriculum is implemented in full in the school?

 

  1. Is the Board satisfied that the statutory requirements for Garda Vetting have been met in respect of all school personnel (employees and volunteers)? *

 

  1. Is the Board satisfied that the Department’s requirements in relation to the provision of a child protection related statutory declaration and associated form of undertaking have been met in respect of persons appointed to teaching and non-teaching positions?*

 

  1. Is the Board satisfied that, from a child protection perspective, thorough recruitment and selection procedures are applied by the school in relation to all school personnel (employees and volunteers)?*

 

  1. Has the Board considered and addressed any complaints or suggestions for improvements regarding the school’s Child Safeguarding Statement?

 

  1. Has the Board sought the feedback of parents in relation to the school’s compliance with the requirements of the child safeguarding requirements of the ‘Child Protection Procedures for Primary and Post Primary Schools 2017’

 

  1. Has the Board sought the feedback of pupils in relation to the school’s child safeguarding arrangements?

 

  1. Is the Board satisfied that the ‘Child Protection Procedures for Primary and Post Primary Schools 2017’ are being fully and adequately implemented by the school?

 

  1. Has the Board identified any aspects of the school’s Child Safeguarding Statement and/or its implementation that require further improvement?

 

  1. Has the Board put in place an action plan containing appropriate timelines to address those aspects of the school’s Child Safeguarding Statement and/or its implementation that have been identified as requiring further improvement ?

 

  1. Has the Board ensured that any areas for improvement that that were identified in any previous review of the school’s Child Safeguarding Statement have been adequately addressed?

 

 

*In schools where the ETB is the employer the responsibility for meeting the employer’s requirements rests with the ETB concerned. In such cases, this question should be completed following consultation with the ETB.

 

 

Signed _____________________________________ Date ________________

 

 

Chairperson, Board of Management

 

 

Signed _____________________________________ Date ________________

 

Principal/Secretary to the Board of Management

 

 

Template 4: Notification regarding the Board of Management’s review of    the Child Safeguarding Statement

 

 

To:_____________________________________

 

 

The Board of Management of ____________________ wishes to inform you that:

 

  • The Board of Management’s annual review of the school’s Child Safeguarding Statement was completed at the Board meeting of _______________ [date].

 

  • This review was conducted in accordance with the “Checklist for Review of the Child Safeguarding Statement” published on the Department’s ‘website www.education.ie

 

 

Signed _____________________________________ Date ________________

 

 

Chairperson, Board of Management

 

 

Signed _____________________________________ Date ________________

 

Principal/Secretary to the Board of Management

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ORGANISATIONAL IMPLICATIONS & CONSIDERATIONS IN SUPPORT OF THE

Greenhills Community College

CHILD SAFEGUARDING STATEMENT:

In accordance with the Child Safe guarding Statement of Greenhills Community College, we recognises that the protection and welfare of children is of paramount importance. We are committed to ensuring that the students in our care are kept safe, at all times. Accordingly, in relation to many aspects of school life and activities we have adopted procedures and practices which have due regard to this responsibility

 

Supervision:

Every effort will be made to ensure that there is comprehensive supervision of students in the mornings from 8:30am to class at 9:00am, at small break, during lunch time and from 4pm (1:10 on Wednesday and 3:20pm on Friday) until the students vacate the premises.

The roster of staff on duty is displayed in the staff room.

Teachers will ensure that the students are always supervised during outdoor lunch duty

During yard time students do not to leave the school grounds or engage with any other adults at this time (with the exception of 5th and 6th year, their parents are aware they go out, if students wish to stay in they will be supervised)

Students are not permitted to spend lunch in the classrooms unless there is a teacher supervising them.

Visitors:

All scheduled and unscheduled visitors to the school are requested to check in at reception and if entering past reception they must sign the visitors book.

Staff on duty outside or inside will be aware of visitors entering the school and will ascertain their intentions immediately.

Bullying:

In Greenhills Community College bullying behaviour will be addressed under our Anti-Bullying policy. If the behaviour involved is of a sexualised nature or regarded as being particularly abusive then the matter will be referred to the DLP.


 

Behaviour:

Students are to be encouraged to socialise co-operatively and to show respect for themselves and others. At all times we emphasise Respect and Positive Behaviour among our students. The schools Code of Positive Behaviour is referred to on a regular basis. It is available on the college website and in the student journal and teacher registration books.

Going to the Toilet

The student toilets are open daily as follows:

  • 8:30 to 9:00am
  • 11:10am to 11:20am (11:00am to 11:10am Wednesday)
  • 1:20pm to 2pm
  • 4pm to 5pm

It is school policy that only one student is permitted to enter a toilet cubicle area at a time. Students who need to use the toilet (outside of the listed times) must have a note in their journal in the relevant section.

During break and lunch time the teacher on duty will be nearby to supervise that there is no inappropriate behaviour in the toilets.

(A) If a child wets themselves during the day the Principal/Deputy Principal/Year Head will allow the student to change into dry clothes if they have them with them. Otherwise the student will have to wait in the sick bay until collected by a parent. In either situation the parent/guardian will be contacted.

(B) If a child soils themselves in school and requires assistance. In the unlikely event of failing to make contact staff will follow the procedures as for (A) above. All accidents of this nature will be reported to parents/guardians.

Greenhills Community College, recognises that the supervision of students in changing rooms and shower areas requires a special sensitivity.

In general, staff will remain outside changing area, while maintaining a supervisory presence.

Staff will only enter changing area for emergency or disciplinary reasons. The staff member will announce loudly that they are about to enter the room. As far as reasonably possible, the member of staff will only enter if the room with another member of staff.

PE and Changing Rooms

Students are required to hand up their journals at the start of the class and collect them at the end of class. 

In general, staff will remain outside changing area, while maintaining a supervisory presence.

Staff will only enter changing area for emergency or disciplinary reasons. The staff member will announce loudly that they are about to enter the room. As far as reasonably possible, the member of staff will only enter if the room with another member of staff

 

Students are taught that changing rooms and toilets are safe places and the use of recording or mobile devices is strictly forbidden eg phone, IPad, tablet. 

 

Valuables locked away safely. 

 

Students are taught to respect all students and members of staff. 

 

Students are required to report any incidents, issues, injuries or illness immediately to teacher or SNA. 

 

  1. E. gear and suitable footwear essential. 

 

Students are required to follow teacher and SNA instructions at all times. 

 

Students must have permission to go upstairs in the sports hall

 

Students are advised to eat adequate food before class & stay hydrated during class. 

Staff Cars:

As far as reasonably possible, students will not be transported in staff cars.

In particular circumstances when it is necessary to transport a student in a staff car, a student will never be alone with a teacher.

A teacher will always be accompanied by another staff member (eg, teacher, secretary, SNA, care taker).

One of the staff members should be of the same gender as the student- where possible.

In the event of an adult being unavailable, two other students will accompany the teacher, in addition to the student necessitating transport.

Induction of Teachers, PME teachers and Ancillary Staff:

It is the responsibility of the Principal to inform all new teachers and ancillary staff of the new Child protection procedures and provide them with a copy of our Safeguarding Statement.

 

 

Attendance:

School attendance is monitored carefully through VSware. When a teacher is concerned about attendance the parents will be notified or called into the school. Parents are notified by text any time their son is absent.

We will also monitor non-attendance in correlation with signs of neglect/physical/emotional abuse. The NEWB will be informed of any concerns relating to a child’s attendance. Children who miss 20 days or more will be reported to the NEWB in accordance with legislation.

One-to One Teaching:

Parent(s) and guardian(s) will be notified in writing of the fact that it is proposed to offer a student one-to-one teaching on a regular basis and parental consent will be obtained in writing before the commencement of such teaching

In circumstances where a student is taught in a one-to-one situation, it will be the policy of Greenhills Community College, that the student will be visible to others at all times.

Students will be taught in rooms where the staff member and pupil will be visible through a glass panelled door and the door will remain open & unobstructed.

Privacy can be provided but the adult should be visible always

Glass panels should never be covered

Doors should never be locked

Parent(s) and guardian(s) will be informed of the school’s procedures in relation to child protection as it applies to one-to-one teaching.

A copy of the timetable of 1:1 teaching will be given to the Principal/Deputy Principal and Year Head.

Work being carried out by SNA’s for a subject teacher in support of a student will be carried out under the direction of the class teacher and in an open environment if they are to leave the classroom e.g. for students who may experience severe anxiety.

Never detain a student alone in an isolated part of the school; if there is a discipline issue bring him to the Deputy Principals/Year Heads office.

One-to-One Meetings

One-to-one meetings of a routine nature will take place in public areas (eg, corridors, leisure area, GPA), where the student will be visible to others, at all times.

Should a one-to-one meeting require privacy, such a meeting will take place in a room where the window is unobstructed. The student’s exit route from the room will never be obstructed and the door will never be locked.

Guest Speakers

All guest speakers will report to the school office and will be met by the teacher/students who has extended the invitation.

A guest speaker will never be left alone with a group of students. For all presentations, talks, workshops the timetabled teacher or assigned supervising teacher will remain present and will not leave the room until the next timetabled teacher presents or supervising teacher arrives.

Practice and Procedures Relating to Overnight Trips

The permission of the Principal will be obtained before the organisation of any overnight trip.

Guidelines provided by DDLETB will be followed at all times.

Written permission of parent(s) and guardian(s) will be obtained, in advance, by the organising teacher for all overnight trips.

Parent(s) and guardian(s) will be requested to furnish any relevant information relating to a student’s medical condition in advance of a proposed overnight trip.

Emergency contact details of parent(s) and guardian(s) will be provided by parent(s) and guardian(s) to the organising teacher in advance of the overnight trip.

A copy of such details and particulars of the trip will be given to the Principal by the organising teacher.

In respect of overnight accommodation, adults will not share rooms with students.

If exceptional or emergency circumstances require the presence of an adult in a bed room occupied by students, there must be more than one student in the room at all times.

Intimate Care:

If any child in our school requires intimate care the procedures involved in such care will be agreed in consultation with the pupil, their parents/guardians and any other personnel involved in the care of the pupil, in keeping with best practice and keeping the best interests of the child to the fore and with due consideration to maintaining the child’s personal dignity.

Such procedures, when agreed will be communicated to all parties involved and recorded.


 

Greenhills School Completion Programme: Child Safeguarding Procedures

The Management Committee of the Greenhills School Completion Programme (Greenhills SCP) recognises that child protection and welfare considerations permeate all aspects of SCP and must be reflected in all of its policies, practices and activities.

 

With child safeguarding in mind, the following considerations and procedures have been put in place with regard to the interventions and activities that Greenhills SCP delivers in Greenhills Community College.

 

The Designated Liaison Person (DLP) of Greenhills SCP is the local Principal within each of the three schools involved in Greenhills School Completion Programme:- Greenhills Community College, Holy Spirit Senior and Holy Spirit Primary schools.  However, in situations where the Principal as DLP or the Deputy DLP are not on the premises or contactable when an incident occurs, a concern is raised or a disclosure is made, the SCP Co-ordinator will act as Designated Liaison Person and report immediately to the DLP or the Deputy DLP of that school.  Clare Mercier is the Local SCP Co-ordinator and will act accordingly as documented above regarding child protection concerns.

 

The Designated Liaison Person in Greenhills Community College is Ann Bray. 

                The Deputy Designated Liaison Person in Greenhills Community College is Noirin Lannon.

 

At each Local Management Committee meeting the DLP of Greenhills School Completion Programme shall state the number of reports made to TUSLA by the DLP since the last Management Committee meeting.  The DLP of Greenhills Community College will also state the number of cases, since the last management committee meeting, where the DLP sought advice from TUSLA and as a result of this advice, no report was made.

 

SCP Interventions and Activities in Greenhills Community College

 

  • Greenhills School Completion Programme will ensure that staff employed by Greenhills SCP are Garda vetted before taking up employment. Volunteer staff will also be Garda vetted.
  • Students participating in Breakfast Club and Lunchtime Clubs etc. will be supervised by 2 staff, at all times.
  • There will be a ratio of 1 adult to 8 students for Summer Camp and SCP field trips.
  • Where swimming activities take place, all staff involved will ensure that students are appropriately supervised while in the changing area and in the pool/swimming area.
  • With regard to Breakfast and Cookery clubs, staff must ensure that all food products are stored safely and handled hygienically. Students must be supervised when using sharp utensils, e.g. knives, scissors etc.  All equipment must be cleaned and stored safely at the end of each cookery session.
  • All students participating in SCP interventions will only do so following the receipt of signed permission slips by parents / guardians.
  • An attendance register will be kept in relation to all SCP interventions.
  • SCP staff will avoid being alone with a student where possible, and where this is unavoidable, doors should be left open or there should be a clear glass panel in the door.
  • Students attending therapeutic interventions will have had prior written consent from a parent or guardian. Therapeutic interventions will take place in a designated room within Greenhills Community College.  While confidentiality needs to be maintained during these sessions, all efforts to ensure easy visibility from outside the room should be put in place, particularly during one to one sessions. 
  • If a member of staff needs to talk separately to a student during an intervention, this should be done in an open environment, in view of others.
  • The unauthorised use of mobile phones and cameras, including camera phones is prohibited during SCP activities.
  • Parental permission will be sought before taking any photos of students participating in SCP interventions and activities.
  • Staff will have access to contact numbers for parents/guardians of the children attending the SCP activity they are supervising.
  • Audio or video recordings are not permitted during SCP activities.
  • Staff involved in SCP interventions and activities will not use their cars to transport students.

 

Dissemination of the Child Protection policy

The Management Committee of Greenhills School Completion Programme will provide a copy of the Child Safeguarding Statement to:

 

  • All SCP project personnel.
  • All school boards of management where Greenhills School Completion Programme staff are working
  • Member of Greenhills SCP Local Management Committee

A copy of the policy will be made available to the DCYA and TUSLA if requested.

The Child Safeguarding Statement for Greenhills SCP will be reviewed annually by the Local Management Committee of Greenhills School Completion Programme.

 

 

 

 

 

 

 

Special Educational Needs, 2019/2020
...
Critical Incident Policy, 2019/2020

Note:

This policy document is divided into 3 parts:

  1. Critical Incident Policy
  2. Procedures in the event of a Critical Incident
  3. Appendices

 

 

Part 1 – Critical Incident Policy

 

Introduction

Greenhills Community College aims to protect the wellbeing of its students by providing a safe and nurturing environment at all times.  In accordance with our Mission Statement “we work together to create a positive and affirming teaching and learning environment in which our pupils are encouraged to reach their full potential in all aspects of their lives.  An awareness of the needs of everyone in our community is recognised and respected.”

 

Accordingly, the school has formulated a number of policies and procedures to be followed with a view to ensuring the physical and psychological safety of both staff and students during the normal course of the school day.

 

In the event of a Critical incident the following Critical Incident Management policy is in place.

 

Aim

The aim of the Critical Incident Management policy is to help school management and staff to react quickly and effectively in the event of critical incident, to enable us to maintain good management and to ensure that appropriate support is offered to students and staff.  Having this policy in place will help ensure that the effects on the students and staff will be limited and effect a return to normality as soon as possible.

 

Scope

This policy applies to all students and staff in the school.  While the procedures outlined focus primarily on the care and support of students, these procedures can be easily adapted to be used in the event of a Critical Incident involving a member of staff.

 

Definition of Critical Incident

Greenhills Community College recognises a Critical Incident to be “a traumatic incident or sequence of events that severely challenges the normal coping mechanisms of the school, and disrupts the normal running of the school”.

 

Critical incidents may involve students, staff, the school or the local community. 

 

Examples of a critical incident may include (this is not an exhaustive list):

 

  • The death of a member of the school community, through sudden death, accident, violence, suicide or suspected suicide
  • A serious accident involving members of the school community
  • Serious damage to the school through fire, flooding vandalism etc.
  • The disappearance of a member of the school community
  • A fatal or near-fatal physical attack on a student or staff member

 

Creation of a Supportive and Caring Ethos in the School

Systems are in place to help to build resilience in both staff and students, thus preparing them to cope with a range of life events.  These include measures to address both the physical and psychological safety of the school community.

 

Physical safety

To ensure the physical safety of all who attend and visit the school a number of systems are in place which are detailed in our Health and Safety policy.  These include:

  • Formulation of an Evacuation plan
  • Regular fire drills
  • Fire exits and extinguishers regularly checked
  • Corridor and door duty
  • A number of staff trained in First Aid
  • CCTV

 

 

Psychological safety

The school aims to use available programmes and resources to address the personal and social development of students, to enhance a sense of safety and security in the school and to provide opportunities for reflection and discussion.

Examples include:

  • Social, Personal and Health Education (SPHE) is integrated into the work of the school. It is addressed in the curriculum by addressing issues such as grief and loss; communication skills; stress and anger management; resilience; conflict management; problem solving; help-seeking; bullying; decision making and prevention of alcohol and drug misuse.  Promotion of mental health is an integral part of this provision
  • Staff have access to training for their role in SPHE
  • Staff are familiar with the Child Protection Guidelines and Procedures and details of how to proceed with suspicions or disclosures
  • Information is provided on mental health in general and such specific areas as signs and symptoms of depression and anxiety
  • Staff are informed in the area of suicide awareness and some are trained in interventions for suicidal students
  • The school has developed links with a range of external support agencies
  • Inputs to students by external providers are carefully considered in the light of criteria about student safety, the appropriateness of the content, and the expertise of the providers.
  • The school has a clear policy on bullying and deals with bullying in accordance with this policy
  • There is an effective Student Care programme in place in the school
  • Students who are identified as being at risk are referred to the designated staff member (e.g. Counsellor), concerns are explored and the appropriate level of assistance and support is provided. Parents are informed, and where appropriate, a referral is made to an appropriate agency
  • Staff are informed about how to access support for themselves.

 

Critical Incident Management Team (CIMT)

 

A CIMT has been established in line with best practice.  Each member of the team has a dedicated Critical Incident folder. This contains a copy of the policy and materials particular to their role, to be used in the event of an incident.

 

The Critical Incident Management Team consists of the following personnel:

  • The Principal: Ms Ann Bray
  • The Deputy Principal: Ms Noirin Lannon
  • The School Guidance Counsellor(s): Ms Catriona Rogers/Ms Brid Brennan & Ms Caroline Golden Brady
  • The DDLETB Psychological Support Services
  • The Home School Community Liaison Co-ordinator: Ms Karen O Mara
  • The School Policy Co-ordinator (Administrative Role): Ms Ann Bray & Ms Noirin Lannon
  • Other personnel relevant to the management of the incident

            Year Heads: Mr Ciaran Stone & Ms Catriona Rodgers/Ms Karen O Mara

 

 Tutors: Ms Louise Scully,  Ms Karen Sewell, Mr Sean Ennis, Ms Lisa Albequeuque, Ms Aisling O Brien, Ms Deborah Middleton, Mr Tadgh Farrelly, Ms Pauline Fagan/ Ms Claire Kelly, Mr David Waters.

 

  • SEN Department: Ms Angela Crowley (SEN Coordinator), Ms Maria Murtagh, Ms Josephine Healy, Ms Bernie Healy, Mr Damien Lee, Ms Iona Brady, Mr Aran O Dowd, Mr Colm Barcoe, Ms Sile Comiskey.
  • Caretaker: Mr William McArdle

 

 

Should a critical incident occur, the Principal/Deputy Principal will act as Team Leader and members of the CIMT will be assigned various roles and responsibilities in accordance with their training and expertise. 

 

Should a member of the team feel they are not in a position to fulfil their role they have a professional obligation to absent themselves from the team at the time.

 

Outlined below are some of the key responsibilities of members of the CIMT should a Critical Incident occur.  These responsibilities are grouped under the headings of specific roles but may be carried out by one or more members of the CIMT as designated by the Principal/Deputy Principal.

Team leader: Ms Ann Bray/Ms Noirin Lannon

  • Alerts the team members to the critical incident and convenes a meeting.
  • Coordinates the tasks of the team.
  • Liaises with the Board of Management; DDLETB; Psychological Support Service.
  • Liaises with the Gardaí.
  • Ensures that information to be shared is factual and accurate.
  • Leads briefing meetings for staff and outlines the routine for the day.
  • Keeps staff updated as the day progresses.
  • Media liaison, if required.

 

Staff Liaison: Ms Ann Bray/ Ms Noirin Lannon

  • Advises staff on the procedures for identification of vulnerable students.
  • Provides materials for staff (from their critical incident folder).
  • Is alert to vulnerable staff members and makes contact with them individually.
  • Advises staff of the availability of the EAS and gives them the contact number.

 

Student Liaison personnel: Ms Noirin Lannon

  • Co-ordinate information from tutors and year heads about students they are concerned about.
  • Alert other staff to vulnerable students.
  • Provide materials for students (from their critical incident folder).
  • Keep records of students seen by external agency staff.
  • Look after setting up and supervision of ‘quiet’ room where agreed.

 

Community/Agency Liaison: Ms Ann Bray/ Ms Noirin Lannon

  • Liaises with agencies in the community for support and onward referral.
  • Is alert to the need to check credentials of individuals offering support.
  • Coordinates the involvement of these agencies.
  • Reminds agency staff to wear name badges.
  • Updates team members on the involvement of external agencies.

 

Parent Liaison: Ms Karen O Mara (HSCL)

  • Visits the bereaved family.
  • Arranges parent meetings.
  • Sets up room for meetings with parents.
  • Maintains a record of parents seen.
  • Provides appropriate materials for parents (from their critical incident folder).


Administration: Ms Ann Bray & Ms Noirin Lannon

  • Maintenance of up to date telephone numbers.
  • Ensures that templates are on the school’s system in advance and ready for adaptation.
  • Prepares draft letters, emails.
  • Assists in organisational arrangements.

 

Confidentiality and Good Name Considerations

The school accepts its responsibility to protect the privacy and good name of the people involved in any incident and will be sensitive to the consequences of any public statements.  The members of the school staff will bear this in mind, and will seek to ensure that students do so also.  For instance, the term ‘suicide’ will not be used unless there is solid information that death was due to suicide, and that the family involved consents to its use. The phrases ‘tragic death’ or ‘sudden death’ may be used instead.  Similarly, the word ‘murder’ will not be used until it is legally established that a murder was committed.  The term ‘violent death’ may be used instead.

 

Record Keeping

In the event of an incident each member of the team will keep records of phone calls made and received, letters sent and received, meetings held, persons met, interventions used, material used etc. 

 

Consultation and Communication of the Policy

Staff were consulted and their views canvassed in the preparation of this policy and plan. 

Students and parent representatives were also consulted and asked for their comments.

 

Each member of the CIMT will keep a hard copy of the policy at home and in their office.  The policy is accessible to all staff in the Policy Folder on the shared drive.  All new and temporary staff will be informed of the details of the plan.

 

All members of the CIMT and the Teacher in Charge (in the absence of both the Principal and Deputy Principal) will ensure they have the contact details of the school caretakers and all members of the CIMT. 

 

This policy will be updated annually by the CIMT and the Guidance and Counselling departments.

 

 

Critical Incident Rooms

 

In the event of a critical incident, the following rooms are designated for the indicated purposes

 

Room Name:

Designated Purpose:

Staff Room

Main room for meeting staff

Room 7

Meetings with students

Library

Meetings with parents

Board Room, Junior School

Meetings with media

HSCL Office

Year Heads Office

Individual sessions with students

Board Room, Junior School

Meetings with other visitors

 

 

Critical Incident Management Team

 

Role

Name

Phone

Team leader:

Ann Bray

 

Garda liaison

Ann Bray

 

Staff liaison

Noirin Lannon

 

Student liaison

Angela Crowley, Karen O Mara/Catriona Rodgers & Ciaran Stone

 

Community liaison

Karen O Mara

 

Parent liaison

Karen O Mara

 

Media liaison

Ann Bray

 

Administrator

Ann Bray & Noirin Lannon

 


 

Part 2 - Procedures to be followed in the event of a Critical Incident:

 

Short term actions – Day 1

 

Task

Name

Gather accurate information

Ann Bray & Noirin Lannon

Who, what, when, where?

Ann Bray & Noirin Lannon

Convene a CIMT meeting – specify time and place clearly

Ann Bray

Contact external agencies

Ann Bray

Arrange supervision for students

Noirin Lannon

Hold staff meeting

All staff

Agree schedule for the day

CIMT

Inform students – (close friends and students with learning difficulties may need to be told separately)

Angela Crowley, Catriona Rodgers/Karen O Mara, Ciaran Stone

Compile a list of vulnerable students

SEN Department

Prepare and agree media statement and deal with media

Ann Bray

Inform parents

Noirin Lannon

Hold end of day staff briefing

Ann Bray & Noirin Lannon

 

Day 1: Immediate Actions – before School commences

On notification of a critical incident the Principal will convene a meeting of the Critical Incident Management Team to:

  • Establish accurate information
  • Assign roles and responsibilities
  • Agree schedule for the day
  • Contact external agencies, as appropriate
  • Arrange for supervision of students
  • Hold staff meeting – with a briefing to staff from a counsellor on how to manage classes, if required (See Appendix A17)
  • Inform students – (close friends and students with learning difficulties may need to be told separately)
  • Compile a list of vulnerable students
  • Contact/visit the bereaved family
  • Inform parents
  • Prepare and agree media statement and deal with media, if required
  • Hold end of day staff briefing

Medium term actions - (Day 2)

Task

Name

Convene a CIMT meeting to review the events of day 1

Ann Bray

Meet external agencies

Ann Bray

Meet whole staff

Ann Bray & Noirin Lannon

Arrange support for students, staff, parents

Noirin Lannon

Visit the injured

Karen O Mara

Liaise with bereaved family regarding funeral arrangements

Karen O Mara

Agree on attendance and participation at funeral service

Ann Bray & Noirin Lannon

Make decisions about school closure

BOM

 

Medium-Term Actions (24 - 72 Hours)

  • Review the events of the first 24 hours:
  • Reconvene the Critical Incident Management Team
  • Decide arrangements for support meetings for parents/students/staff
  • Meet with external agencies, if required
  • Ensure all staff are kept up to date on any developments
  • Be sensitive to how all staff are coping on a personal and professional level
  • Update media, if necessary
  • Give any teacher who feels uncomfortable with involvement in support meetings the choice of opting out
  • Plan for reintegration of students and staff (absentees, injured, siblings, etc.)
  • Plan visits to injured
  • Liaise with the family regarding funeral arrangements
  • Decide attendance and participation at funeral in accordance with parents' wishes and school management decisions and in consultation with close friends
  • Request a decision on school closure from the DDLETB, if appropriate

 


Follow-up – beyond 72 hours

Task

Name

Monitor students for signs of continuing distress

Class Tutors & Class teachers

Liaise with agencies regarding referrals

Guidance Department

Plan for return of bereaved student(s)

Noirin Lannon, Year Heads

Decide on memorials and anniversaries

BOM/Staff, parents and students

Review response to incident and amend plan

Management Team, Staff, BOM

 

Long-Term Tasks

In the aftermath of a critical incident:

  • Keep in contact with the family/families concerned
  • Monitor students for signs of stress
  • Liaise with agencies, if required
  • Be sensitive to occasions such as birthdays, Christmas, anniversaries etc.
  • Organise school services/memorial as appropriate
  • Provide appropriate support
  • Evaluate response to incident and amend critical incident plan accordingly
  • Inform new staff and students if appropriate


 

Part 3 – Appendices

The appendices that follow are intended to act as a resource to be used by the CIMT in the event of a Critical Incident.  They are intended to act as a guide rather than a direction.  The appendices included are:

A1       Agenda for Meeting with Critical Incident Management Team – Day 1

A2       Announcing the death of a student to students

A3       Minute Silence – On the day of prayer service for a student who has died

A4       Direction to students on forming a Guard of Honour at a Funeral

A5       Sample letter to parents – sudden death/accident

A6       Sample letter to parents - violent death

A7       Sample announcement to the media

A8       Announcement to Students

A9       Agenda for Staff Briefing

A10     Useful Contact Numbers

A11      Emergency Contact Numbers

A12     Staff Trained in First Aid

A13     Cultural Sensitivity and Awareness

A14     Critical Incidents during Certificate Examinations

A15     Critical Incidents during School Holidays

A16     Resource Hand-out for Teachers

 

(Additional resources can be found in “Responding to Critical Incidents: Guidelines for Schools” and “Responding to Critical Incidents: Resource Materials for Schools” Department of Education and Science 2007.)

 

Appendix A1

 

Agenda for Meeting with Critical Incident Management Team – Day 1

 

  • Share full details of the incident
  • Agree on the facts.
  • Discuss what agencies have been contacted and whether there are additional ones that should be informed (check Emergency Contact List)
  • Plan procedures for the day
  • Discuss issues relating to school routine, including school closure. Remember it is important to maintain a normal routine when at all possible. It is recommended that the school timetable runs as normal. This will provide a sense of safety and structure which is comforting for many students. Teachers should give students the opportunity to talk about what has happened.
  • Consider cancelling any planned event(s).
  • Discuss how to break the news to relatives and close friends and who should do this.
  • Discuss how to break the news to the rest of the students.  Class groups are often best, rather than large assemblies.
  • Discuss how to identify vulnerable students.
  • Plan a whole staff briefing (including ancillary staff). This may need to be done in two groups depending on the arrangements for the supervision of students.
  • Agree the text of a letter to be sent to parents.
  • Discuss how to deal with the media.  Prepare a media statement, if appropriate.
  • Delegate responsibilities to the appropriate critical incident team member or key personnel
  • Discuss which room(s) will be available to external agencies.
  • Decide if the prayer room should be made available for students.
  • It is generally recommended that this is available for the week following the incident and that its use is then reviewed.
  • Discuss the issue of consent for students who may need to be seen by the psychologist and arrange for the consent form to be photocopied and sent to parents.
  • Agree the next meeting time for the Critical Incident Management Team.
  • Agree a time for a follow up staff meeting at the end of the day. This gives an opportunity for the Principal to update staff on any developments. It also allows time for preparation for the following day. Lastly, it gives staff a chance to share their experience and to wind down after the day.

 

Appendix A2

 

Announcing the Death of a Student

For Registers

Dear Students

As some of you may have heard we are all very sad to hear of the death of one of our _____ year students, Name

Name was a lovely student and known to a lot of students and staff in the school.  This is a very sad time for all of us and our thoughts are with Name’s family at this time. 

Details about counselling available, prayer room, prayer service, funeral arrangements etc.

 

Principal

 

 

Appendix A3

 

Minute Silence – On the day of prayer service for a student who has died

Note to be inserted into Registers at Morning Registration

 

To all students:

 

As you know we are all very sad to hear of the death of one of our ____ year students, Name

Name was a lovely student and known to a lot of students and staff in the school.  This is a very sad time for all of us and our thoughts are with Name’s family at this time. 

As a mark of respect to Name and his/her family, all students and staff are asked to observe a minute silence today at 12.00pm.  A prayer will be said over the intercom and then everyone will be asked to pause for a minute of silence in memory of Name

 

Thank you

Principal

 

 

Appendix A4

 

Direction to students on forming a Guard of Honour at a Funeral

Purpose of going to the funeral:  You expressing your sorrow – But also supporting the family and above all respecting the wishes and traditions of the family

In the case of school – added dimension – You are representing the school.  You are doing this by forming a guard of honour

This is a ceremonial event only done on very important occasions – we will practise this shortly.  For a guard of honour – It is respectful and dignified and uniform. So:

  • No chewing
  • Absolutely no talking/whispering
  • Standing up straight
  • No phone or other distraction
  • Absolute full uniform from head to toe
  • Tidy appearance
  • Walk in formation
  • Follow instructions of teachers

 

Appendix A5

 

Sample Letter to Parents – Sudden Death/Accident

This letter can be used as a template in informing parents of a tragedy, offering some advice and outlining what the schools response involves.

 

Dear Parents

 

The school has experienced (the sudden death, accidental injury, etc.) of Name of student(s). We are deeply saddened by the deaths/events.

(Brief details of the incident, and in the event of a death, perhaps some positive remembrances of the person lost).

Our thoughts are with (family name).

 

We have support structures in place to help your child cope with this tragedy. (Elaborate).

 

It is possible that your child may have some feelings and questions that he/she may like to discuss with you.  You can help your child by taking time to listen and by encouraging them to express their feelings. All students are different and will express their feelings in different ways. It is not uncommon for students to have difficulty concentrating or to be fearful, anxious, or irritable. They may become withdrawn, cry, complain of physical aches and pains, have difficulty sleeping or have nightmares. Some may not want to eat. These are generally short term reactions. Over the course of the days to come, please keep an eye on your child and allow him/her to express their feelings while supporting him/her.

 

Although classes will continue as usual, I anticipate that the next few days will be difficult for everyone.

(Optional) An information night for parents is planned for (date, time and place). At that time, further information about how to help students in grief will be given.

We have enclosed some information which you may find useful in helping your child through this difficult time.

If you would like advice you may contact the following people at the school. (Details).

 

Yours Sincerely

 

Principal

 


 

Appendix A6

 

Sample Letter to Parents - Violent Death

This letter can be used as a template in informing parents of a violent death, offering some advice and outlining what the schools response involves.

 

Dear Parents

 

I need to inform you about a very sad event that has happened.

(Give accurate information about the incident, but avoid using the word murder as this will not be established until the court case is completed).

A child/young person from the neighbourhood, who is the brother of _________, a student here at school, was killed as a result of (a violent attack, violent incident in the street etc.) earlier this week. We are all profoundly saddened by his death.

 

We have shared this information and have had discussions with all of our students so that they know what has happened. School staff members have been available for students on an on-going basis today. Other support personnel (including psychologists etc., according to actual arrangements) are available to advise staff and, where necessary, to talk to students. This support will continue to be available for (if appropriate insert how long).

 

The death of any young person is tragic, but a violent death is even more difficult. It is hard to have to teach our children about the violence in our world and to accept that sometimes we do not have the power to prevent it.

 

We have enclosed some additional information that may be useful during this time.

 

The media are in the vicinity of the school and may approach you or your children. You need not respond to their questions if you are approached. We will not allow the media to interview your child at school and our general advice is that you should not let your children be interviewed. They are not mature enough to judge what to say and may say something they will regret later.

 

Our thoughts are with (family name) and with each of you.

 

Yours Sincerely

 

Principal


Appendix A7

 

Sample Announcement to the Media

 

This can be used as a template to be emailed, faxed or given to the media. It may help to decrease the number of media calls and callers to the school.

In some instances it is not appropriate to provide names or information that might identify individuals.

This announcement will need to be changed based upon confidentiality issues, the wishes of the victim’s family and the nature of the incident.

 

My name is (Name) and I am the Principal of Greenhills Community College. We learned this morning of the death of (one of our students or Name of student). This is a terrible tragedy for Name’s family, our school and our community. We are deeply saddened by these events. Our sympathy and thoughts are with (Name) family and friends.

Name of student/students was a ___ year student and will be greatly missed by all who knew him.

We have been in contact with his/her parents and they have requested that we all understand their need for privacy at this difficult time.

Offers of support have been pouring in and are greatly appreciated. Our school have implemented our Critical Incident Management Plan.

Psychologists from the DDLETB Psychological Support Service and (insert other information if relevant) have been with us all day supporting and advising teachers in their efforts to assist our students at this time.

The teachers have been helping students to deal with the tragic event.

The school has been open to parents, to support them and to offer them advice and guidance.

We would ask you to respect our privacy at this time.

Thank you

 

Appendix A8

Announcement to Students

  • To reduce the potential for creating a highly charged emotional atmosphere, the school will inform students in small groups e.g. close friends, tutor groups etc. in their regular classroom setting. The best person to communicate the news will normally be the tutor or the Year Head. 
  • Teachers will be given a carefully worded announcement to read aloud in classrooms.
  • Announcements will be simple, straightforward and sincere. When making the agreed announcement teachers will pass on the facts that are known, never speculate on the cause or causes of the incident and be truthful when questions cannot be answered.
  • Teachers will make the announcement simultaneously, where possible, to ensure that students attending school hear about it at the same time. Before making any announcement teachers will be mindful of vulnerable pupils in the group including those recently bereaved, those with special educational needs and those with English as an additional language.  After the announcement teachers will allow sufficient time for students to begin to discuss their feelings.  Advice and resources will be provided by the Guidance and Counselling departments, if required.
  • Students who are absent from school due to illness, work experience, educational trips or suspension should also be informed. This is of particular importance if a student has died and the absent pupil is in the same class or is a known friend.  In such a case, early contact should be made with the student’s parent by the class tutor. 

 

The following example provides a suggested structure for an announcement and is not intended to be adhered to rigidly.

After A Sudden Death

Sadly a tragedy has happened in our school community.  __________, a 3rd year student has died suddenly.  We want to respect the family’s need for privacy at this time but you will be given information about funeral arrangements as soon as possible.

This kind of tragic news is hard to accept.  You may experience many feelings within the next few days.  Everyone deals with loss differently and it is important to respect the way others grieve.  We want to listen to your feelings and concerns so support staffs are available in ____________.  Feel free to arrange to go there and talk to someone.

 

 

Appendix A9

Suggested Agenda for the first Staff Briefing

The initial briefing will:

  • Give a brief statement of factual information;
  • Outline the school’s response and proposed plan of action;
  • Outline staff responsibility for monitoring student and staff welfare;
  • Identify vulnerable students who may be at risk;
  • Clarify specific responsibilities for staff;
  • Advise staff on procedure for dealing with media enquiries;
  • Advise staff on agreed procedure for informing pupils and parents;
  • Inform staff of the resources and support services that are available;
  • Advise staff of time/place of next briefing and debriefing session.


 

Appendix A10

 

Useful Contact Numbers

 

Barnardos

1850 222300

The Samaritans

1850609090

Childline

1800666666

Parentline

1890927277

Aware

016766166

1890303302

National Office for Suicide Prevention

01 6201670

Rainbows

014734175

Bereavement Counselling Service

018391766

Bereavement Counselling

016767727

Employee Assistance Service

1800 411 057

Pieta House

01-6010000

JIGSAW

01 5380087

Teen Counselling Clondalkin

01 5574705

 

 

Appendix 11

 

Emergency Contact Numbers

 

Crumlin Garda Station

01 6666200

Ambulance

999

Fire Brigade

999

Tallaght Hospital

01 4142000

Parish Priest

01 5555199 / 01 6261010

Department of Education and Skills

0906442700

Psychological Support Service

Tel: (01) 4598446

 

 

 

 

 

 

 

 

 

 

Appendix A12

Staff Trained in First Aid

The following staff members have completed a First Aid Course and trained to use the defibrillator:

Noirin Lannon

Pauline Fagan

Mary McMahon

Gearoidin Flynn

Tadgh Farrelly

Paul Barnes

Teresa Byrne

Ger McDevitt

 

 

Appendix A13

Cultural Sensitivity and Awareness

The school’s response to bereavement will be sensitive to different religious beliefs and different traditions amongst students and staff.  For example, attendance at a Christian service may not be acceptable to parents whose children are of other religious beliefs, or of none.  This may result in the non-attendance of some students. 

The school is also mindful of different cultures and of differing religious beliefs and rituals that exist around death.

If students are to attend a funeral rite of a religion or denomination other than their own the Chaplain or a member of the Religion Department will meet with them as a group to explain the funeral ritual and service.

 

Appendix A14

 

Critical Incidents during Certificate Examinations

 

The examination period is a time when the staffing arrangements and the organisational arrangements in schools are different from those in place during the rest of the year.  If a critical incident happens at this time, complexity is increased because of the extra pressures that exist and the need to enable as many students as possible to proceed with their exams. 

 

  • If the State Examinations are in progress, in the event of a Critical Incident, the School Examinations Secretary will contact the State Examinations Commission as soon as possible.
  • Students will be offered support from available personnel in the school.
  • If at all possible, students should be encouraged to complete their exams. If a student needs to leave the exam hall due to distress, a member of staff may be able to help them settle down so that they can return to the exam.  It is vital that they are accompanied at all times in order to preserve the integrity of the examinations.
  • All extraordinary queries relating to the examinations will be referred to the State Examinations Commission.
  • If someone is very upset, it may be necessary for the School Examinations Secretary to arrange for a separate centre to be set up in such circumstances.

 

 

Appendix A15

Critical Incident during a Weekend or School Holiday period

Should a Critical Incident occur during a school holiday period the following procedures will apply:

The school will be opened for a period of time.

The Principal will convene a meeting of available members of the CIMT.

Staff, the Board of Management, the DDLETB and the Psychological Support Service will be informed.

Arrangements will be made to offer support to students and staff.


Appendix 16

Hand-out to guide tutors and teachers in managing a class group in the event of a Critical Incident

The aim of the class is to break the news of the incident and give the students the opportunity to discuss it and share their thoughts and feelings in a safe and secure environment.

 

Step 1: Give the facts in a calm and low voice

  • What has happened
  • Who was involved
  • When it happened
  • Dispel any rumours
  • The plan for the class/day

I have something very sad to share with you…

I am feeling very sad about what’s happened. Let’s spend some time together now helping each other to talk about it.

 

Step 2: Allow the students to speak about their experience of what has happened if they wish.

This is intended to help them feel less alone. Some students may not be able to verbalise so it may be easier for them to write it down of draw how they feel.

 

Step 3: Normalise the reactions.

(Hand out Reactions to a critical incident can be used as a reference for teachers during this part of the class if necessary)

  • Explain that everyone reacts differently.
  • Some people may feel sad, scared, angry, tearful, regret, shame, lonely etc. and some people may feel fine, numb or nothing.
  • Some people may have a behavioural/physical/thought/feeling reaction (see hand out).
  • All these reactions are normal and perfectly fine.
  • These reactions will change or pass over time.

 

Step 4: Help to identify coping strategies.

Give out hand out How to cope when something terrible happens.

  • It is important to help the students to regain a sense of control over how they feel.

Step 5: Close the class.

End the class by talking about the future.

  • What would be helpful for the students over the next few classes/days?
  • Reiterate that their responses are normal reactions to abnormal circumstance. 

 


 

REACTIONS TO A CRITICAL INCIDENT

 

Following the recent sad event, you may now be experiencing some strong emotional or physical reactions. There is no ‘right’ or ‘wrong’ way to feel but here is a list of difficulties that people sometimes experience following such an event.

 

Feelings -

Fear

Guilt

Shame

Regret

Anger

Tearfulness

Loneliness

 

Behavioural -

Nightmares

Social withdrawal

Over reliance on use of social media

Irritability

Loss of concentration

 Forgetfulness

Physical/Verbal aggression

 Misuse of drugs, including alcohol

Anxiety

Mood swings

Shock

Yearning

Numbness

Confusion

Isolation

Insecurity

THOUGHTS

Thoughts -

Disbelief

Denial

Sense of unreality

Preoccupation with images of the event/person

PHYSICAL

Physical -

Tiredness

Sleeplessness

Headaches

Stomach Problems Bowel/

Bladder problems

Loss or increase in appetite

 

HOW TO COPE WHEN SOMETHING TERRIBLE HAPPENS

 

  • Reach out – people do care
  • Talk to your friends, family and teachers - talking is the most healing medicine
  • Remember you are normal and having normal reactions – don’t label yourself as crazy
  • It is ok to cry
  • It is ok to smile
  • If your feelings and reactions seem different from those of your friends, remember

  everyone reacts differently

  • When the stress level is high there is a temptation to try to numb the feelings with alcohol and drugs. This complicates the problems, rather than making it better!
  • Some people find that writing or drawing is helpful. What about writing a note or letter to the family of the person who died or the person themselves?
  • Spend time with people who have a positive influence on you
  • Make as many daily decisions as possible. This will give you a feeling of control over your life, e.g. if someone asks you what you want to eat – answer them, even if you’re not sure
  • Recurring thoughts, dreams or flashbacks are normal – don’t try to fight them – they’ll decrease over time and become less painful
  • Make a special effort to take care of yourself during this time. Try to get some extra

  sleep, eat good foods and get some exercise, even if it is just a walk

  • Sticking to your “normal” routine helps. Try to keep busy
  • Take time out – go for a walk or kick a football
  • Provide some balance to the negative things that have gone on by doing something special or fun for yourself - like going to the cinema, listening to music, calling a friend, etc.

Laughter is good medicine. It’s ok not to feel sad

  • Use of social media can help but do not rely on it as your only source of support.
  • Useful websites: www.spunout.ie; www.youth.ie; www.reachout.com.au

 

Above all, realise that what you are experiencing is normal following a traumatic event. Be understanding of yourself and others.

 

Anti-Bullying Policy 2017/2018

Introduction

Greenhills Community College welcomes students with diverse abilities and talents.  In keeping with our mission statement, we seek to recognise and develop these varied gifts and to promote in our students a sense of self-confidence, tolerance and respect for others.  We foster learning within a secure and happy environment, so that our students may mature to their fullest potential in personal, social, physical, aesthetic, spiritual and academic skills.  We see parents as being essential partners in this process and look to them for support and reinforcement.  Our school structures, curriculum and special events are all designed to reinforce these values and this vision.

 

  1.  In accordance with the requirements of the Education (Welfare) Act 2000 and the Code of Behaviour Guidelines issued by the NEWB, the Board of Management of Greenhills Community College has adopted the following Anti-bullying Policy within the framework of the school’s overall Code of Behaviour. This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013 and should be read in conjunction with the school’s Code of Behaviour, Substance Use policy, Mobile Phone policy, Suspension and Expulsion policies, Internet Acceptable Use Policy.

 

The Policy:    

This policy applies to the bullying of students by students and must be observed:

  • while in school,
  • while travelling to and from school
  • while attending any school activity including trips, sporting and cultural events.

Furthermore, the school reserves the right to apply its Policy in respect of bullying that occurs at a location, activity, function or programme that is not school related if in the opinion of the Principal and/or the Board of Management the alleged bullying has created a hostile environment at the school for the victim, has infringed on the rights of the victim at the school and/or has materially or substantially disrupted the education process or the orderly operation of the school.

 

Commitment to the key principles of best practice:

The Board of Management of the Greenhills Community College recognises the very serious nature of bullying and the negative impact that it can have on the lives of students and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour:

 

a          A positive school culture and climate which

  • Is welcoming of difference and diversity and is based on inclusivity
  • Encourages pupils to disclose incidents of bullying behaviour in a non-threatening environment
  • Promotes respectful relationships across the school community

b          Effective leadership

c          A school-wide approach

d          A shared understanding of what bullying is and its impact

e          Implementation of education and prevention strategies (including awareness raising measures) that

  • Build empathy, respect and resilience in pupils, and
  • Explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying

f           Effective supervision and monitoring of pupils

g          Supports for staff

h          Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies) and

i           On-going evaluation of the effectiveness of the anti-bullying policy.

 

Role of Parents/Guardians

 

Parents know their children best and can quickly recognise when all is not well. Parents are expected to support the school by encouraging their children to tell teachers of any problems they may be experiencing or see others experiencing.  Parents should contact the school themselves if necessary.

Parents have an obligation to ensure that their children do not engage in any form of behaviour which could be regarded as bullying. Parents must also ensure that their children fully understand the consequences for them should they choose to engage in this sort of behaviour. 

Parents are advised not to say or do anything to those alleged to be involved in bullying that would have the effect of inflaming the situation.  This type of intervention generally makes matters worse and far more difficult to resolve. This Bullying Policy forms part of our Code of Conduct and must be accepted by parents and students as a condition of entry to the school. 

 

Definition of Bullying

 

In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools, bullying is defined as follows:

  • Bullying is unwanted negative behaviour, verbal, psychological or physical conducted by an individual or group against another person (or persons) and which is repeated over time.
  • Isolated or once-off incidents of intentional negative behaviour, do not fall within the definition of bullying.
  • In the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying.

Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour.

The following types of behaviour are included in the definition of bullying:

 

  • Physical aggression: This behaviour includes pushing, shoving, punching, poking and tripping people.
  • Intimidation: This behaviour may be based on the use of very aggressive body language with the voice being used as a weapon. A facial expression can be used to convey aggression or dislike.
  • Isolation/exclusion: This occurs where a person is deliberately isolated, excluded or ignored by some or all of a group. It may include deliberate exclusion, malicious gossip and other forms of relational bullying.  It may be accompanied by writing insulting remarks about the pupil in public places, by passing around notes about the pupil or by whispering insults about them loud enough to be heard.
  • Relational bullying: This occurs when a person’s attempts to socialise and form relationships with peers are repeatedly rejected or undermined.
  • Name-calling: Persistent name-calling directed at the same individual(s) which hurts, insults or humiliates is regarded as bullying behaviour.
  • Damage to property: This may result in damage to clothing, mobile phones, school books or interference with a students’s locker.  Items of personal property may be defaced, broken, stolen or hidden.

 

Identity based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of the Traveller community and bullying of those with disabilities or special educational needs.

 

Cyberbullying

 

Cyberbullying or bullying carried out through the use of modern communication technology is particularly significant and requires careful vigilance on the part of school management.

 

Some examples of ways people may bully online are:

 

  • Sending someone mean or threatening emails, instant messages, or text messages.
  • Excluding someone from an instant messenger/ friends/ buddy list or blocking their email for no reason.
  • Tricking someone into revealing personal or embarrassing information and sending it to others.

 

Social Networking Sites

 

  • Breaking into someone’s email or instant message account to send cruel or untrue messages while posing as that person.
  • Creating websites to make fun of another person such as a classmate or teacher.
  • Using websites to rate peers as prettiest, ugliest, etc.

 

Online privacy and code of behaviour

 

Circulating, publishing or distributing (including on the internet) material associated with school activities  including but not limited to material in relation to staff and students  where such circulation undermines, humiliates or causes damage to another person is considered a serious breach of school discipline and will result in disciplinary action. As part of such disciplinary action the Board of Management reserves the right to suspend or expel a student or students where it considers the actions to warrant such sanctions

 

Education and Prevention Strategies

 

The education and prevention strategies used in Greenhills Community College are :

 

  • We attempt to create an atmosphere of respect between all members of the school community and provide opportunities for pupils to develop self-confidence and become empathetic and resilient individuals. Cross curricular opportunities are made and allow for a fostering of right relationships
  • There are a number of curriculum components and programmes which are particularly relevant to the prevention of bullying and the promotion of respect for diversity and inclusiveness. The SPHE programme makes specific provision for exploring bullying as well as the inter-related areas of belonging, integrating, communication, conflict, friendship, personal safety and relationships.  The Relationship and Sexuality Education programme provides opportunities to explore and discuss areas such as human sexuality and relationships, which have particular relevance to identity-based bullying.
  • There is space within the teaching of all subjects to foster an attitude of respect for all: to promote the value of diversity; to address prejudice and stereotyping and to highlight the unacceptability of bullying behaviour. In English, we use literature to stimulate discussion.  In Geography and History we use references to colonisation, exploitation and dictatorships to illustrate the negative aspect of power.  We extend the work into many other areas such as Art, Religious Education and Physical Education.  We promote co-operation and group enterprise through team sports, school clubs and societies as well as through practical subjects. Sporting activities in particular can provide excellent opportunities for channelling and learning how to control aggression.
  • We work to raise the awareness of bullying so that all members of the school community understand what bullying is and how the school deals with bullying behaviour. The subject is discussed with each year group at the beginning of the year, CCTV is in operation and many aspects of bullying are interwoven into the school’s Code of Behaviour.  We ensure that there is adequate supervision before, during and after school.
  • Encourage students to make friends and promote positive wellbeing and a supportive atmosphere in the school
  • Encourage a ‘telling’ atmosphere,
  • Pupils, parents/guardians are informed of the Anti-Bullying Behaviour policy on admission. This policy is printed in the School Journal and is available on the school website.  It is circulated to new members of staff.
  • Reference is made to our policy at Assemblies and at Registration.
  • Review anti-bullying policies, keep them up-to-date.

 

Education and prevention strategies to counter Cyberbullying

 

  • Promote the positive use of technology; discuss etiquette, personal safety issues and digital literacy.
  • We work to prevent Cyberbullying by educating pupils on appropriate online behaviour, how to stay safe while online and also on developing a culture of reporting any concerns about cyber bullying.
  • Cyberbullying is treated as a whole school community issue and another form of bullying within the school’s anti-bullying policies and procedures. We teach students that bullying is wrong. We help them understand that cyberbullying is hurtful and wrong and to always treat others on and offline with the respect we would like from others.
  • Inform and educate students and parents of the school’s Acceptable Use Policies (AUPs) and the sanctions for the misuse of ICTs to cause hurt and distress to other students.
  • Provide and publicise different ways of reporting cyberbullying in the school
  • Teach students that the Internet is not a private place and they should guard their private information online.
  • Teach students that they have rights and responsibilities online.

 

The following additional strategies may be used from time to time:

 

  • Promote anti-bullying (including cyberbullying) awareness days and events.
  • Parents are supported in their role by meetings organised by the HSCL on safe internet usage, Bullying, Adolescent development, etc.
  • Workshops on Cyberbullying conducted along with regular updates on the correct usage of the internet

 

Relevant Staff

While a pupil or a parent may bring a concern of bullying to any staff member in the school the member of teaching staff who has responsibility for investigating and dealing with bullying in the first instance is the Year Head of the alleged victim. The Deputy Principal and the Principal may be involved as the investigation progresses.

 

Procedures for investigating and dealing with Bullying:

           

The procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying behaviour are as follows:

 

  • A pupil or parent may bring a concern of bullying to any staff member in the school who will refer it to the relevant teacher
  • All staff including non-teaching staff such as secretaries, special needs assistants (SNAs), caretakers, cleaners are encouraged to report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the relevant teacher.
  • The primary aim for the relevant teacher in investigating and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved (rather than to apportion blame). In investigating and dealing with bullying, the teacher will exercise his/her professional judgement based on this policy to determine whether bullying has occurred and how best the situation might be resolved.
  • Teachers take a calm, unemotional problem-solving approach when dealing with incidents of alleged bullying behaviour reported by pupils, staff or parents
  • All reports, including anonymous reports of bullying will be investigated and dealt with by the relevant teacher. Interviews will be held with the relevant persons. Those involved will be asked to write an account of the incident.
  • The Principal/Deputy Principal should be informed that an investigation is
  • Parents and pupils are required to co-operate with any investigation and assist the school in resolving any issues and restoring, as far as is practicable, the relationships of the parties involved as quickly as possible.
  • Incidents will be investigated outside the classroom situation to ensure the privacy of all involved. All interviews are conducted with sensitivity and with due regard to the rights of all pupils concerned. Pupils who are not directly involved also provide very useful information in this way. When analysing         incidents of bullying behaviour, the relevant teacher seeks answers to questions of what, where, when, who and why. This is done in a calm manner, setting an example in dealing effectively with a conflict in a non-aggressive manner.
  • In cases where it has been determined by the relevant teacher that bullying behaviour has occurred, the parents of the parties involved are contacted at an early stage to inform them of the matter and to explain the actions being taken. The school gives parents an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and the supports for their pupils. Where the relevant teacher has determined that a pupil has been engaged in bullying behaviour, it is made clear to him/ her how he/she is in breach of the school’s anti-bullying policy and efforts are made to try to get him/her to see the situation from the perspective of the pupil being bullied. If a student is involved in bullying s/he will be warned to stop and parents will be informed as above. Professional help may be recommended for the student where it is considered necessary by the school. The student’s behaviour will be carefully monitored and recorded.
  • It is made clear to all involved (each set of pupils and parents) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his/her parents and the school.
  •  Follow-up meetings with the relevant parties involved may be arranged separately with a view to possibly bringing them together at a later date if the pupil who has been bullied is ready and agreeable. This can have a therapeutic effect.
  • In cases where the relevant teacher considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour has occurred, it must be recorded by the relevant teacher on the form for reporting bullying behaviour. (Appendix 1).
  • In determining whether a bullying case has been adequately and appropriately addressed the relevant teacher must, as part of his/her professional judgement, take the following factors into account: whether the bullying behaviour has ceased; whether any issues between the parties have been resolved as far as is practicable; whether the relationships between the parties have been restored as far as is practicable; and has any feedback been received from the parties involved, their parents or the school Principal or Deputy Principal.
  • Where a parent is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parents must be referred, as appropriate, to the school’s complaints procedures.
  •  In the event that a parent has exhausted the school’s complaints procedures and is still not satisfied, the Principal will advise the parents of their right to make a complaint to the Ombudsman for Children.

      

 Procedures for recording bullying behaviour:

All records must be maintained in accordance with relevant data protection legislation. The school’s procedures for noting and reporting bullying behaviour adhere to the following:

  • While all reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher, the relevant teacher will use his/her professional judgement in relation to the records to be kept of these reports, the actions taken and any discussions with those involved regarding same.
  • If it is established by the relevant teacher that bullying has occurred, the relevant teacher must keep appropriate written records which will assist his/her efforts to resolve the issues and restore as far as is practicable, the relationships of the parties involved.
  • The relevant teacher must use the ‘form for recording bullying behaviour’ to record the bullying behaviour in the following circumstances: in cases where he/she considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour occurred; and where the school has decided that in certain circumstances bullying behaviour must be recorded and reported immediately to the Principal or Deputy Principal.

Supports for pupils affected by Bullying

The school’s programme of support for working with pupils affected by bullying is as follows:

  • A support structure for pupils who have experienced bullying is in place in the Greenhills Community College. Such pupils may need counselling and/or opportunities to participate in activities designed to raise their self-esteem, to develop their friendship and social skills and thereby build resilience whenever this is needed.  We use:
      • restorative practice,
      • mediation or
      • reconciliation where appropriate.

We maintain open communications between school, parents and outside agencies where necessary. We work together to resolve the situation and protect the victim.

  • A programme of support for those pupils involved in bullying behaviour is also part of the school’s intervention process. Pupils involved in bullying behaviour need assistance on an ongoing basis. For those with low self-esteem, opportunities are developed to increase feelings of self-worth. Therefore we recognise that it is important that the learning strategies applied within the school allow for the enhancement of the pupil’s self-worth. Pupils who engage in bullying behaviour may need counselling to help them learn other ways of meeting their needs without violating the rights of others.
  • Pupils who observe incidents of bullying are encouraged to discuss them with teachers

Referral of serious cases to the HSE:

 

In relation to bullying in schools, Children First National Guidance for the Protection and Welfare of Children 2011(Children First) and the Child Protection Procedures for Primary and Post-Primary Schools provide that in situations where “the incident is serious and where the behaviour is regarded as potentially abusive, the school must consult the HSE Children and Family Social Services with a view to drawing up an appropriate response, such as a management plan”.

Serious instances of bullying behaviour (as determined in accordance with this policy)  in accordance with the Children First and the Child Protection Procedures for Primary and Post-Primary Schools, are referred to the HSE Children and Family Services and/or Gardaí as appropriate.

The Child Protection Procedures for Primary and Post-Primary Schools also provide that where school personnel have concerns about a child but are not sure whether to report the matter to the HSE, the Designated Liaison Person must seek advice from the HSE Children and Family Social Services.

The Board of Management confirms that:

  • appropriate supervision and monitoring policies and practices are in place to both prevent and deal with bullying behaviour and to facilitate early intervention where possible.
  • the school will, in accordance with its obligations under equality legislation, take all such steps that are reasonably practicable to prevent the sexual harassment of pupils or the harassment of pupils on any of the nine grounds specified i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.

 

  1. This policy was adopted by the Board of Management of Greenhills Community College.
  1. This policy has been made available to school personnel, published on the school website and provided to the Parents’ Association. A copy of this policy will be made available to the Department and the patron if requested.
  1. This policy and its implementation will be reviewed by the Board of Management once in every school year in accordance with Appendix 2.. Written notification that the review has been completed will be made available to school personnel, published on the school website and provided to the Parents’ Association. A record of the review and its outcome will be made available, if requested, to the patron and the Department.

 

 

 

 

 

 

 

 

Dignity and Respect at Work Charter, 2017

1.       PURPOSE

 

The purpose of the policy is to demonstrate DDLETB’s commitment to implementing and promoting measures to protect the dignity of employees and to encourage respect for others at work.  This is done by creating a work environment free from discrimination, harassment, racism, sexual harassment, bullying and disrespectful behaviour by dealing effectively with any complaints of such conduct, and also by welcoming diversity and promoting employment equality.

 

This policy is to give practical guidance to staff on:

  • what is meant by discrimination, harassment, sexual harassment, bullying and disrespectful behaviour;
  • how this unacceptable behaviour may be deterred;
  • how to raise the awareness of management and staff to the identification of the potential for this form of unacceptable behaviour;
  • what steps to take if it does occur to ensure that adequate procedures are readily available to deal with the problem, to ensure that all parties, complainant and respondent, are treated fairly in resolving the problem and to prevent any recurrence.

 

It is important to note that while DDLETB cannot guarantee confidentiality, it will make every effort to ensure that everyone involved while a complaint of harassment, sexual harassment or bullying is being investigated observes it.

 

Where it is necessary to interview witnesses as part of an investigation they will be expected to respect the privacy of the parties involved by refraining from discussing the allegations with other work colleagues or persons outside of the organisation. 

 

Nothing in this policy overrules a person’s legal and statutory rights.

 

It is the objective of this policy is to set out DDLETB’s policy and procedures in relation to harassment, sexual harassment and bullying and outlines the procedure to be followed if any member of staff feels that they have been subjected to harassment. 

 

 

 

2.       SCOPE

 

This policy applies to all employees, contractors, customers, suppliers and visitors to the workplace.  This policy applies during normal working time in the ETB’s premises and also at work related social events, business trips and other work related activities such as training courses or conferences, whether they take place on the ETB’s premises or not, and whether or not they take place during normal working hours.

 

3.       EQUALITY & DIVERSITY POLICY

 

DDLETB is committed to equal opportunity of employment and all employment policies, procedures and practices will be based on merit, qualifications and abilities.  Employment and recruitment practices will not be influenced or affected by an employee’s race, colour, religion, sex, marital status, nationality, family status, sexual orientation, disability, age or membership of the Traveller community.  Implied in the DDLETB’s contracts of employment is a commitment to equal pay for equal work.  Likewise, in selecting service providers, none of the grounds listed above will be used as the basis for any decision.

 

DDLETB promotes and supports the right to dignity at work.  All who work in DDLETB are treated equally and respected for their individuality and diversity.  DDLETB will not tolerate discrimination, bullying, sexual harassment, harassment or disrespectful behaviour by one employee or group of employees against another or others for any reason.  Lack of respect may be shown in words, conduct, acts or demeanour.  The ETB promotes a workplace culture of dignity, respect and openness to diversity which should be reflected in the actions and behaviour of all employees.  Where this occurs it is regarded as contravening the values of the ETB and as such will be treated as a serious disciplinary matter. 

 

3.1     Discrimination

 

Discrimination is defined as the treatment of a person in a less favourable way than another person is, has or would have been treated, on any of the nine grounds listed below.  Discrimination is also taken to have occurred where one of the nine grounds is imputed to a person, or where a person who is associated with another is treated less favourably than another person would have been by virtue of that association.

 

DDLETB values the contribution of all employees and requires every employee to refrain from any type of behaviour which may be interpreted as offending, harassing or discriminating against another/other employees.  While not restricted to the grounds listed below, the policy prevents any form of discrimination based on the following:

 

  • Gender
  • Marital status
  • Family status
  • Sexual orientation
  • Religious belief or lack of religious belief
  • Age (16+)
  • Disability or the nature of disability
  • Race, colour, nationality or ethnic or national origins
  • Membership or non-membership of the Traveller community.

 

3.2       Harassment

The Employment Equality Acts, 1998 and 2004 expressly prohibits harassment.  Harassment is defined as any form of unwanted conduct related to any of the nine discriminatory grounds, being conduct which has the purpose or effect of violating a person’s dignity and creating an intimidating, hostile, degrading, humiliating or offensive environment. 

 

Harassment may be explicit or implicit; it may be a single incident or occur over a period of time.  It may be directed at an individual or at a group.  In defining and identifying harassment it is the effect of the behaviour that is relevant not the intent.  It is the impact of the behaviour on the person affected that determines whether harassment has occurred.

 

Such conduct may include spoken words, gestures or the production, display or circulation of written words, pictures or other material, if the action or conduct is unwelcome to the employee and is deemed to be offensive, humiliating or intimidating.  Examples of harassment include the following:

 

Verbal Harassment

  • jokes, comments, ridicule or songs

 

Written Harassment

  • faxes, text messages, emails or notices

 

Non-Verbal/Visual Harassment

  • jostling, shoving or any form of assault;
  • gestures, posturing or threatening poses;
  • visual displays such as posters, emblems or badges;
  • isolation or exclusion from workplace social activities;
  • pressure to behave in a manner that the employee thinks is inappropriate, e.g. being required to dress in a manner unsuited or a person’s ethnic or religious background.

 

3.3     Sexual Harassment

Sexual harassment is prohibited by the Employment Equality Acts, 1998 and 2004.  Sexual harassment is defined as conduct of a sexual nature which has the purpose or effect of violating a person’s dignity and creating an intimidating, hostile, degrading, humiliating or offensive environment. 

 

Such conduct may take the form of unwanted verbal, non-verbal or physical conduct of a sexual nature.  This may include acts of physical intimacy, any request for sexual favours, or any other act or conduct including spoken words, gestures, or the production, display or circulation of written words, pictures or other material that is unwelcome and regarded as sexually offensive, humiliating or intimidating.

 

Forms of Sexual Harassment

Many forms of behaviour can constitute sexual harassment and a single incident may constitute sexual harassment.  The following is a listing of potential forms of sexual harassment, which is not exhaustive:

 

Verbal Harassment

  • unwelcome sexual advances, propositions, or pressure for sexual activity;
  • unwelcome pressure for social contact;
  • sexually suggestive jokes, remarks or innuendoes.

 

Physical Harassment

  • unwelcome physical contact such as groping, pinching, patting, unnecessary touching or brushing against another person’s body;
  • indecent exposure;
  • unwelcome fondling or kissing;
  • sexual assault or rape.

 

Non-Verbal/Visual Harassment

  • the display of sexually suggestive or pornographic pictures and calendars, objects, written materials, emails, text messages or faxes;
  • leering, offensive gestures, whistling.

 


3.4       Bullying

 

All forms of bullying is prohibited.  Workplace bullying is repeated inappropriate behaviour, direct or indirect, whether verbal, physical or otherwise, conducted by one or more persons against another or others, at the place of work and/or in the course of employment, which could reasonably be regarded as undermining the individual’s right to dignity at work.  An isolated incident of the behaviour described in this definition may be an affront to dignity at work but, as a once off incident, is not considered to be bullying. 

 

Forms of Bullying

Bullying occurs in many guises and reveals itself through obvious and direct methods as well as in less direct and subtle forms.  Bullying may manifest itself across the organisational and management structure.  It can occur within peer groups (staff on the same grade), from management to staff and from staff to management.  Bullying may be categorised in a number of forms including behaviour that may:

 

  • Humiliate: Preventing a colleague from speaking by using aggressive and/or obscene language, sneering or ridicule including horseplay or practical jokes, and criticising their efforts often in front of others;
  • Intimidate: physical abuse or threats of abuse, open aggression, threats, staring, shouting abuse or obscenities;
  • Verbal abuse: persistent unwarranted criticism;
  • Victimise: manipulation of a colleagues reputation by rumour, gossip ridicule and/or innuendo;
  • Exclude and isolate: social exclusion and isolation;
  • Intrude: through pestering, spying or stalking;
  • Manipulate the nature of work by withholding information, setting meaningless tasks, giving repeated unreasonable assignments or duties that are obviously unfavourable to one individual, giving repeated impossible deadlines or impossible tasks, or regularly taking the credit for somebody’s work, but never taking the blame when things go wrong;
  • Undermine a person’s authority.

 

3.5       Lack of Respect

Lack of respect is prohibited by the ETB.  It can be shown by direct comments, sarcasm, snide remarks, inappropriate jokes or banter towards a colleague.  It can arise where colleagues are ignored, overlooked, avoided or shunned without good reason and in a manner likely to be hurtful or disrespectful.  Jokes or comments directed at, or referred to, a colleague could be thought amusing by others but may be unpleasant, uncomfortable or hurtful to that colleague.  Respect should be shown to all colleagues.  Respect is also earned.  By showing respect to others and honouring their personal dignity, a person will earn their respect.

 

3.6       Intent

 

It is the effect of the treatment on the harassed or bullied individual, and not the intent of the alleged perpetrator, that will be taken into consideration when determining whether or not the treatment constitutes harassment, sexual harassment or bullying.

 

 

4.       EFFECTS OF HARASSMENT, SEXUAL HARASSMENT AND BULLYING

 

Harassment, sexual harassment and bullying exact a high price from employees and employers alike.  Employees can be subject to fear, stress and anxiety, which may put great strains on personal and family life.  Individuals working in a climate of fear and resentment do not perform to their capabilities.  The result is not just poor morale but increased absenteeism, higher labour turnover, reduced productivity, reduced efficiency and divided teams. 

 

 

5.       RESPONSIBILITY OF MANAGEMENT AND STAFF

 

All individuals, whether directly employed or contracted by DDLETB, have a duty and responsibility to uphold the principles of this policy.  While each employee has a responsibility to ensure that harassment, sexual harassment and bullying is prevented, Managers, Section Heads/Line Managers and Trade Union Representatives/Officials have a specific responsibility to promote the provisions of this policy.  

 

 

6.       RIGHTS OF THE PARTIES

 

This policy guarantees that all complaints will be treated seriously and agreed procedures  IVEA, TUI, ASTI, IMPAC and SIPTU – Codes of Practices for Dealing with Complaints of Sexual Harassment, Bullying and Harassment in VEC Workplaces – 1 September 2006  will be followed. 

 

An individual is free to make a complaint.  He/she will not be victimised for making a complaint.  However, if a complaint is found to be false or malicious, disciplinary action will be taken as appropriate, up to and including dismissal.

 

All parties involved will be treated with respect, and counselling may be availed of by either or both parties at any stage in the procedure.  The alleged perpetrator of harassment is entitled to representation, a fair and impartial hearing and the right to challenge a claim of harassment.  An allegation of harassment remains an allegation until it is found, following investigation, to be harassment.

 

Where an employee is found to have engaged in harassment, he/she will be subject to the disciplinary procedure and disciplinary action, as appropriate, up to and including dismissal.

 

Protection against retaliation

Retaliation is a serious violation of this policy and should be reported immediately.  Any staff member found to have retaliated against another for filing a complaint or assisting in an investigation will be subject to disciplinary action.

Mobile Phone Policy

In order to assist the college in implementing this policy, parents/guardians are asked to arrange not to contact students by mobile phone at any time during the school day, which may necessitate the student breaking the school rules. Contact may be made through the office on 01 450 7138.

  • Mobile phones must be switched off and kept out of sight during the school day. (9:00am-4:00pm), (Wed 9.00am – 1.10pm)
  • Teachers will confiscate phones if they are switched on during the school day. Phones will be returned on the production of a note from a parent/guardian produced at the end of the following day.
  • Students causing a second disruption will not have their mobile phone returned until collected by parent/guardian.
  • The use or possession of picture phones/voice recording phones while on school premises or on school related activities is strictly forbidden.
  • Personal Stereos, MP3s, iPods, Earphones, etc are not to be brought to school. These items may be confiscated if observed in the student’s possession.
  • Students found breaking this rule will have these items confiscated immediately Parents/guardians must arrange to collect them. Parents/guardians may also have to enter into an agreement with the school that the student will not bring the phone onto the premises in the future.
  • Irresponsible use of picture phones can lead to serious infringements of people’s rights. Bullying or harassment in any form, including sexual harassment involving picture phones, will be severely dealt with by the school, and the relevant authorities including the Gardai.
  • Any student found using a camera/voice recording phone may be considered, depending on the circumstances, to have committed a serious infringement, meriting sanction up to/including suspension. The Principal, in consultation with relevant staff members, will determine sanctions.
  • A condition of its return will be that the parent/guardian will display all recordings saved on the device to the school and that the school has the right to insist that all recordings of school staff, whether taken inside or outside the school premises, and all recordings of students taken inside the school premises, will be deleted before the phone is handed over.
  • Depending on the nature of content, the school reserves the right to contact relevant outside bodies to determine appropriate course of action, i.e. Gardai, Legal Advice etc.
  • Students may not contact their parents during school hours on their mobile phone, if any student has an emergency the school secretary will make the necessary phone call.
  • Greenhills College accepts no liability whatsoever in relation to theft or damage to a phone while a pupil is in school.

When a student’s mobile phone interferes with the learning environment, teacher requests the mobile phone and if not handed to the teacher immediately the student is sent to the Principal/Deputy Principal or Year-head and the appropriate action will be taken.

Examination Policy

State examinations and in-school examinations.

The following rules and regulations apply to these examinations,

A candidate is liable to have his whole examination cancelled if he/she

  • brings into the examination hall or has in his possession or under his control any books, notes, papers, mobile phone, electronic address book, data bank, etc., other than his examination paper or answer books etc., supplied to him by the Superintendent/teacher.
  • Aids or attempts to aid another candidate;
  • Obtains or attempts to obtain aid from another candidate;
  • Communicates, or attempts to communicate, in any way with another candidate.

A candidate who violates the Regulations may also be debarred from entering any of the examinations run by the State Examinations Commission/College.

Health And Safety Statement

Students are expected to behave in such a way as not to put their own safety or that of anyone else at risk. To help ensure this they are required to:

  • Take reasonable care in the school and the school grounds to ensure their own safety and that of others.
  • Not to leave the school grounds during school hours without permission. If they must leave for any reason they must sign out at the school office.
  • Familiarise themselves with the designated emergency exit route from each room that they use, and the congregation and counting area at safety drill.
  • Refrain from interfering with safety equipment such as fire alarms, fire extinguishers and hose reels.
  • Refrain from littering the school building or grounds, all accidental spills should be reported immediately to a member of staff.
  • Must obey all verbal and written safety instructions given to them by staff members.

Fire Safety

It is the responsibility of each student to familiarise himself and to comply with the fire drill

Fire Drill

When the alarm sounds

Students beside windows close windows

Walk quickly in single file towards your exit

Do not take personal belongings

Last person to leave the room should close the door.

At The Assembly Point

Look around for students who were with you in your class and if someone is missing inform the teacher immediately.

If In Toilets etc

Move with the traffic flow to the assembly point and join your class group. You must be aware of exit routes from every room in which you have a class.

You must never absent yourself from class.

Enrolment Policy

Application Process/Procedure

In addition to various procedures and processes associated with admission the following should be noted. Under Department of Education & Science rules secondary school students must be aged 12 years on the 1st January in the calendar year following the student’s entry into first year. The school will require an original birth certificate at registration. This will be returned immediately.

Preliminary Application

  • All feeder schools, (St. Peter’s N. S. Walkinstown, St. Kevin’s N. S. Kilnamanagh, St. Damian’s N. S. and Harold’s Cross N. S.), brothers of students.
  • Others apply in writing. Their names are put on a mailing list in order of initial contact.
  • All those who return completed Declaration of Interest forms by the date indicated on the form, are invited to an Open Night.

Formal Application

Formal applications for admission must be made by the date specified on the Application Form.

Places will be offered within 21 days of formal application.

  • The closing date for acceptance of a place is indicated on the form accompanying the offer of a place and must be accepted in writing otherwise the place will be forfeited.

Necessary Information from Applicants

School management requires the following details on the enrolment form:

  • Pupil’s Name & Address
  • Names & Addresses of Parents/Guardians
  • PPS Number
  • E-mail address if available
  • Pupil’s Date of Birth
  • Contact telephone numbers, including mobile contact numbers
  • Details of any medical condition of which the school should be aware
  • Details of any disabilities or special educational needs
  • Previous schools attended by the student
  • Relevant information, if applicable, regarding custody, access arrangements, previous behaviour records and Court Orders pertaining to the student
  • Further information which may be relevant to the school and/or its ethos

Places are awarded in the following order:

  • Brothers of students
  • Students attending the national schools mentioned above
  • Students attending the following catchment schools: Crumlin, Walkinstown, Terenure, Templeogue.
  • Students not in the above categories will be considered in order of receipt of initial letter of application as per mailing list.

Mid Year-Mid Cycle Applications

Applications will only be considered at the start of a cycle. Those who move in and live in the catchment area see section on Transfer of Students from other Schools for specified requirements.

Transfer of Students from Other Schools

The following information, along with an original birth certificate will be required in the case of a student transferring from another school:

  • No transfers processed after 30th September of school year.
  • Student’s name, age, date of birth PPs Number, address and birth certificate.
  • Parents or Guardian’s name/address/telephone no. and mobile telephone no.
  • Emergency contact numbers including work telephone numbers etc.
  • Details of relevant medical conditions of student.
  • Details of any disabilities or special education needs of students.
  • Previous schools attended by student.
  • Two years continuous reports from his previous school must be provided.
  • A reference from his previous School must be provided.
  • Copies of all Examination Results to date.
  • Reasons for transfer of student if applicable together with information and records from previous/present school.
  • Relevant information, if applicable, regarding custody, access arrangements and Court Orders pertaining to the student.
  • Further information which may be relevant to the school and/or its ethos.
  • Basic school attendance requirements as set down in the Education Welfare Act 2002.

Transfer Policy

TRANSFER  POLICY

 

 

Transfers from other schools providing post-primary programmes

Applications to transfer from other schools providing post primary education will be processed in accordance with the policies and procedures outlined in this policy as they relate to the student in general and to students with special educational needs.

 

The Board of Management will consider and decide on applications for transfer from other schools by applying the following criteria:

 

  • Transfer criteria and procedures have been met
  • A transfer is in the best interests of the student and of the school
  • A transfer is of educational benefit to the student
  • A transfer will not inhibit the accomplishment of the mission and aims of the school for existing students

 

A transfer student is defined as any student who is currently enrolled in another school.

 

At Greenhills College we are committed to providing a comprehensive inclusive education that will enable each individual to fulfil his potential in a positive, caring, respectful learning environment where skills and attitudes for life-long learning are developed.   We will promote equality, innovation and partnership in delivery of our services.   The creation of this environment for each class group and individual within each group is an on-going and cumulative process beginning in first year and ending in sixth year.

 

Transfer Enrolment CriteriaThe Board of Management will consider applications for enrolment of students attending other schools providing post-primary courses, on the completion of an application form indicating reasons for the students transfer.  Other information relating to the student’s educational performance, school attendance and behaviour will be considered in relation to the whole school community.   The transfer should be in the best interests of the student.  Applications to transfer from other schools providing post-primary courses will be considered for the commencement of a new school year.   No transfers will be accepted after September 30th in any given school year.

 

 

 

  • The behaviour record of a student in their previous school shall be an important factor as will the level of co-operation between the previous school and the student’s parent(s) or guardian(s).
  • Punctuality and attendance record of a student in their previous school shall also be an important factor.
  • In a case where a student has been excluded from another post primary school, an application for enrolment will not be considered until all pastoral and disciplinary avenues have been explored with that school up to and including a section 29 appeal under the Education Act 1998.
  • The availability of suitable places in any given year group shall be of paramount importance.
  • Any integration implications from having the child enter the school will be an important factor.

 

Parents will be made aware if an issue exists around any of these criteria on receipt of a completed application form.   Notwithstanding this, the parent/guardian is entitled to apply for a transfer to the school.

 

 

Transfer Procedures

  1. The parents/guardians of students wishing to transfer to Greenhills College will be supplied with:
  • An application form for transfer
  • A copy of the admissions policy
  • Advice as to the closing date for receipt of completed application
  1. In addition to the application form parents/guardians must supply to Greenhills College:
  • A written report from the Principal of the students previous school/s which must include an account of
  • Current Enrolment status of the student
  • Behaviour report of the student
  • Attitude to authority and correction
  • Academic progress report
  • Parental support/involvement
  • Punctuality
  • Attendance
  • A written reference recommending the student from the Principal of the previous school
  • Copies of school reports from the previous school
  • A copy of any educational/psychological assessments if applicable
  • A written acceptance that their child will abide by the School Code of Behaviour as supplied
  • Year group in which they wish to apply for
  • Transfer student form must state subjects being studied by applicant at time of application. If Greenhills College is unable to provide all of these subjects, a place may be declined on educational grounds
  • Student’s name, age, date of birth, address and birth certificate
  • Relevant information, if applicable, regarding custody, access arrangements and court orders pertaining to the student
  • Details of any relevant medical conditions of students
  • Details of any disabilities or special education needs of students
  1. Parents/Guardians will be required to meet with the Principal, Deputy Principal/Assistant Principal accompanied by the student if he is less than 18 years of age to discuss the prospective enrolment
  2. Based on this information, in conjunction with the transfer enrolment criteria, the Board of Management will make a decision in relation to the application.

 

Reserved Right of the Board to Refuse Enrolment

The Board of Management reserves the right to refuse to enrol students if where:-

 

  • It would be seriously detrimental to the continuity of the child’s education
  • It would be detrimental to the continuity of the education of existing students in the school
  • It would be likely to be seriously detrimental to order and discipline in the school
  • The school does not have the capacity to accommodate the student i.e. class/subject groups are full
  • The school programme is unsuitable to the educational needs of the student
  • The education normally provided by Greenhills College is not suited to the age, ability or aptitude of the student
  • If Greenhills College is unable to provide all of the subjects from the previous school, a place may be declined on educational grounds
  • Enrolment would constitute a risk to the health and safety of other students enrolled
  • A decision to enrol would clearly have a demonstrably negative impact on the capacity of the school to deliver programmes to other students
  • The Board has not been provided with sufficient information to make an informed decision on the educational needs of the student.

 

As soon as practicable, but not later than 21 days after a parent or adult student has provided a completed application with all information requested each application is brought to the board and  the Board of Management will make a decision in respect of the application and inform the parent or student in writing of its decision.

 

It may be necessary for a consultation with the Educational Welfare Officer to take place.

 

 

 

Right to Appeal to Dublin & Dun Laoghaire ETB

 

Any refusal to admit a student may be appealed within 14 days

Under section 29 of the Education Act, 1998, Parents/Guardians have the right to appeal a refusal by the school to enrol a student.   A decision of the Board of Management may be appealed to Dublin & Dun Laoghaire ETB, in accordance with the Department of Education and Science circular M48/01.   In a letter to parents/guardians refusing enrolment, this right will be stated and the relevant form made available.   Appeals must be made within 14 days of the date of the letter communicating the decision of the Board of Management.

 

 

Enrolment of students with Disabilities and Special Education Needs

 

The school will process all applications for students with special needs.   The Board of Management welcomes applications from students with special education needs.   The staff and Board of Management will do all it possibly can to plan and provide for a special needs or disabled child seeking admission to the school.   Every effort shall be made to provide an integrated and inclusive education.

 

Definitions

For the purposes of this policy, a student with ‘special education needs’ is a student who, because of attributes arising from a disability (as defined in the Equal Status Act 2000, see appendix 3) is unable to benefit from an ordinary school programme without special classes or other special education services.   Students who have been in receipt of special education programmes or services immediately prior to the application to enrol will be deemed to have special needs.

 

Students, who in the view of the school, formed on the basis of assessments carried out by the school and/or on information provided on application, are deemed to be students with special education needs and shall be so treated under the terms of this application process.

 

Early Application

It is the policy of the school to try to identify at an early stage of the admissions process students who may have special education needs.   The school will make every effort to become familiar with these needs and to make the necessary arrangements to meet them.   The school will request to access the student’s records from primary school/individual education programme.

 

Decisions on such applications will be made within 21 days of all the required information being made available to the school (subject to the DES granting all the required resources).   Attendance at the school may be deferred if a delay in providing essential resources occurs.

 

 

Information on Special Education Needs

Parents/Guardians will be required to provide information on educational, medical or psychological reports relevant to the education of the student.   Parents/Guardians will be required to provide written information on the education plan or programme being provided for the student prior to their application for enrolment.   Lack of information or failure to provide required up to date reports will be a basis for a decision to defer the commencement of the educational programme for the student at the school.

 

If the student has not to date been formally assessed by an appropriate professional, written consent of parents/guardians for the student to be assessed, will be required.

 

Resources

Requests to the Department of Education & Science for resources for students with disabilities or special education needs will be made to Dublin & Dun Laoghaire ETB, on behalf of the school in accordance with the procedures of the Department of Education & Skills.

 

 

 

 

Signed:-  ______________________________                 Date: ______________________

                Chairperson, Board of Management

 

 

 

Signed:   ____________________________              Date:   ______________________

                       Principal

School Trips Policy, 2017

 

Introduction

It is school policy to organise for the benefit of students when this is deemed appropriate by the teaching staff, in consultation with the Principal.  The College recognise the benefits of outings to complement normal school work, for educational or sporting purposes.

Some trips are organised as part of the course to be followed in a subject area.  Other outings and trips are additional to the curriculum and are not deemed a core activity.

The lengths of trips, outings and trips may vary from short local visit to a longer trip involving staying away for several days.

College trips, outings and tours area privilege reserved for students who meet minimum standards of behaviour while at school.  Students who do not meet minimum standards of behaviour, as decided by the Principal, may be refused permission to participate in a school outing.  The Principal reserves the right to disallow a student from participation in a school trip if, in his/her opinion, the health or safety of the student or other students or teachers is at risk.

All school rules and all school policies apply while on school trips.  In particular, parents and students should be aware that permission to travel on a College related activity is conditional on strict adherence to the Code of Behaviour[1]     

All students selected for sports teams and who travel as part of a class group represent Greenhills Community College.  The highest standards of behaviour and conduct are expected as a matter of course.

Procedures

In general, written permission is required from a parent/guardian of a student before they may go on a trip. It is understood that students who play a part of a team representing Greenhills Community College have on-going parental permission to travel to all away matches.

Parents should be aware of the tradition of support for school teams that the College wishes to promote.  Pupils are encouraged to support teams at fixtures at home or away that might be arranged at short notice.  It is understood that pupils who sign up to support a team playing either in the College or travelling to an away match will have secured parental permission beforehand.  Parents who do not accept this arrangement should inform the College at the start of the academic year.  While every effort will be made to adhere to arranged times on trips, in particular the arrival time back at the College, the College cannot guarantee such times, for example where circumstances arise which are outside the control of staff involved.

 

Special Needs, Medical Issues and Dietary Requirements

It is the responsibility of parents/guardians to ensure that the organiser of any trip is aware of any special needs, medical or dietary issues.  Such information that has been given to College medical staff is not passed to trip organisers as a matter of routine. 

Supervision

The number of staff which accompanies a group will be influenced by a number of factors including:

  • The number of students travelling
  • The age of the students
  • The destination of the trip
  • Additional supervision which may be provided at the trip destination
  • The division of students into smaller groups with each requiring supervision
  • The type of transport to be used

Certain trips facilitate shopping or recreation which may not directly supervised.  This situation will usually arise for senior students and will be indicated on the permission slip, itinerary or information letter sent to parents/guardians.

The College expects that all students travelling on an extended tour will display a level of maturity commensurate with their age.  Students on trips which involve an overnight stay in Ireland or abroad will not be supervised on a 24 hour basis and all extended school tours will involve periods of time without direct supervision.  Parents who are concerned that such a level of supervision is inappropriate should not permit their son to take part in such trips.

School Tours Abroad/Exchanges/Overnight Trips

In general, overnight trips/tours occur in addition to the normal academic and extra-curricular programmes of the College.  There is normally an additional charge.

Students, who withdraw from the trip after a deposit, or full monies, has been paid, will not be entitled to a refund.  Similarly, a student who is prevented from travelling for disciplinary or safety reasons will not be entitled to a refund. 

It is the responsibility of parents/guardians in conjunction with students to ensure that all documents necessary for travel abroad (eg passport, identity card) are up to date and in order.  The College will not take responsibility for a student whose personal documentation is not in order and who is prevented from travelling abroad as a result.

Parents/guardians will receive a written overview/itinerary of overnight trips and will be required to give written consent to their son taking part on the trip.  It will be the responsibility of parents/guardians to ensure that the organiser of a trip is aware of any special needs, medical or dietary issues.  Students will be informed, prior to going on the trip that College rules apply on trips.

The Code of Behaviour

Parents and pupils should be aware that the Code of Behaviour[2] applies on all school trips.  The Code of Behaviour states clearly that the possession, use, supply or nay involvement with illegal drugs, dangerous objects, alcohol, or tobacco is seen as an extremely serious offence likely to lead to prolonged suspension or expulsion.  In particular, pupils and parents should note that the Board of Management reserves the right to remove from the school register any student who has possession of dangerous objects, weapons or harmful substances while on a school trip of any kind.

Health and Safety

Health and safety of students and supervision is a priority when organising and taking a College trip or tour.  Teachers taking any trip will exercise due care, common sense and judgement of health and safety arises.

Parents of students who have special needs, a medical condition, or who are on medication of any kind, should notify the teacher/s in charge of this and any medication being taken.

In case of an accident, staff will normally apply basic first aid only.  Expert medical attention will be sought should this be thought necessary.

On return from, or during, any trip staff may advise a parent/guardian to seek medical advice, should they deem this appropriate.

Where there is a serious accident occurs, staff will seek medical assistance as a first priority then inform the College.  Parents will be contacted as soon as possible by the College.

Greenhills Community College requires that all students are covered under the College insurance policy, and the College return details of all students to the insurers for this purpose.  Specific activities are excluded from this policy and Parents/Guardians may request to see these.

Day trips will not normally be covered by another insurance policy.  Additional insurance for longer trips will be organised by the College where considered appropriate. 

School phone mobile to brought out on tour.                                                                                                                  

[1] All parents and pupils have been sent a Copy of the College Code of Behaviour, acceptance of which is a condition of entry to Greenhills Community College.

[2] All parents and pupils have been sent a Copy of the College of Behaviour, acceptance of which is a condition of entry to Greenhills Community College.  Additional copies are available from the School Office